Point to and name parts of a plant
When to use this goal
For early elementary students learning a plant or animal unit who cannot yet find or name the parts on a picture or a real specimen. Present levels in receptive vocabulary decide whether to start with pointing or naming.
- Baseline
- Probe both pointing and naming before choosing a behavior; many students can point well before they can name. Use a picture the student has not practiced with on at least one probe to check for memorized positions.
- Tips
- Swap the plant for another unit's diagram (insect body parts, parts of the eye) and keep the same probe format. Real specimens help students generalize from pictures. Accept naming in the home language when the goal is the science concept.
- Limits
- Measures labels, not what each part does. A six-item probe makes each error worth a lot; look at the trend across weeks rather than one probe.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-006.
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Goal
By the annual IEP review date, given an unlabeled photo or diagram of a plant and a set of 6 part names (root, stem, leaf, flower, seed, fruit), the student will point to each plant part the adult names independently with at least 83% accuracy on plant part items, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 33% 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. Opportunity (trial) recording 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 Science Skills.
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 - Science Skills
- Baseline
- 33% accuracy.
- Annual goal366 characters
- By the annual IEP review date, given an unlabeled photo or diagram of a plant and a set of 6 part names (root, stem, leaf, flower, seed, fruit), the student will point to each plant part the adult names independently with at least 83% accuracy on plant part items, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unlabeled photo or diagram of a plant and a set of 6 part names (root, stem, leaf, flower, seed, fruit)
- Behavior
- The student will point to each plant part the adult names independently
- Criteria
- With at least 83% accuracy on plant part items, on 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 83% accuracy on plant part items
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given an unlabeled photo or diagram of a plant and a set of 6 part names (root, stem, leaf, flower, seed, fruit), the student will point to each plant part the adult names independently with at least 83% accuracy on plant part items, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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.