Explain a problem and its possible solutions
When to use this goal
For secondary students who can name a problem but cannot lay out causes, solutions, and trade-offs in organized speech. Problem-solution is a common structure in science, civics, and job settings. Base the choice on recorded explanations and the SLP's assessment.
- Baseline
- Record two or three explanations on topics the student knows and score each row. Note whether the student jumps straight to one solution or lists ideas without linking them.
- Tips
- Let the student pick topics they care about for some probes; motivation affects how much they say. Score structure, not opinion. Accept the student's dialect and any mode.
- Limits
- Topic knowledge strongly affects content; use familiar topics. Does not score delivery (see sl-exp-012 for presentations).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-029.
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Goal
By the annual IEP review date, when explaining a problem from a current class unit (such as pollution in a local river) in a 2-minute recorded talk, the student will explain the problem, its cause, at least two possible solutions, and which solution they would choose and why independently, earning a score of at least 8 out of 10 on a 5-row problem-solution explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 10 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Narrative Language & Retelling.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Speech & Language - Narrative Language & Retelling
- Baseline
- 3 out of 10 rubric points.
- Annual goal506 characters
- By the annual IEP review date, when explaining a problem from a current class unit (such as pollution in a local river) in a 2-minute recorded talk, the student will explain the problem, its cause, at least two possible solutions, and which solution they would choose and why independently, earning a score of at least 8 out of 10 on a 5-row problem-solution explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When explaining a problem from a current class unit (such as pollution in a local river) in a 2-minute recorded talk
- Behavior
- The student will explain the problem, its cause, at least two possible solutions, and which solution they would choose and why independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row problem-solution explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 8 out of 10 on a 5-row problem-solution explanation rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when explaining a problem from a current class unit (such as pollution in a local river) in a 2-minute recorded talk, the student will explain the problem, its cause, at least two possible solutions, and which solution they would choose and why independently, earning a score of at least 8 out of 10 on a 5-row problem-solution explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Problem stated clearly | Cause or reason for the problem | At least two possible solutions | Chosen solution with a reason | Ideas linked with signal words (because, so, one solution, another) | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row problem-solution explanation rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.