Label major body parts on a diagram
When to use this goal
For upper elementary students in health or science who name a few body parts but not others used in health lessons and when describing an injury. Present levels, not grade, decide fit. Use diagrams the class uses and the correct anatomical words agreed with the family.
- Baseline
- Give the labeling task twice with a varied set of parts (head, neck, shoulder, elbow, wrist, chest, stomach, hip, knee, ankle). Note which parts are missed and whether the issue is the word or the location.
- Tips
- Score each marked part as one item. Include parts the student may need to name to the nurse, such as wrist, ankle, and stomach. Keep private body parts in the lessons the district curriculum and family agree on. Share the topic list and materials with the family ahead of time, and follow the district's health curriculum and any family opt-out choices.
- Limits
- Labeling a diagram does not show the student can tell an adult where they are hurt; see the symptoms templates. Body organ functions sit with the body systems templates and science goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-hlth-007.
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Goal
By the annual IEP review date, given an outline of a body with 10 parts marked and a word bank, the student will label each marked body part by writing or placing the correct word independently with at least 90% accuracy on body part labels, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Health Education.
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
- Science, Social Studies & Digital Literacy - Health Education
- Baseline
- 40% accuracy.
- Annual goal332 characters
- By the annual IEP review date, given an outline of a body with 10 parts marked and a word bank, the student will label each marked body part by writing or placing the correct word independently with at least 90% accuracy on body part labels, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an outline of a body with 10 parts marked and a word bank
- Behavior
- The student will label each marked body part by writing or placing the correct word independently
- Criteria
- With at least 90% accuracy on body part labels, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on body part labels
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given an outline of a body with 10 parts marked and a word bank, the student will label each marked body part by writing or placing the correct word independently with at least 90% accuracy on body part labels, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.