Identify familiar logos and environmental print
When to use this goal
For young students who do not yet read words but can learn that print and logos carry meaning (a store sign, a cereal box, the restroom symbol). Present levels in symbol and picture matching decide the set; this is a first step toward functional reading.
- Baseline
- Ask the family which stores, restaurants, and products the child sees often and build the set from those. Probe once with photos and once with real items; many children know the box but not the picture of it.
- Tips
- Responses can be spoken, signed, or selected on an AAC device. Logos are a bridge to word reading; add the word beside the logo as the student masters it, then fade the logo. Keep the set to places and items the child actually visits.
- Limits
- Logo recognition is not word reading; do not report it as a reading level. Sets are community-specific and change as brands change their logos.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-014.
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Goal
By the annual IEP review date, given 10 photographs of familiar logos and signs from the student's community (stores, restaurants, restroom, stop), the student will name or point to the place or item each logo stands for independently with at least 80% accuracy on logos and signs, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 20% 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 Functional Academics.
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
- Functional & Independence Skills - Functional Academics
- Baseline
- 20% accuracy.
- Annual goal378 characters
- By the annual IEP review date, given 10 photographs of familiar logos and signs from the student's community (stores, restaurants, restroom, stop), the student will name or point to the place or item each logo stands for independently with at least 80% accuracy on logos and signs, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 photographs of familiar logos and signs from the student's community (stores, restaurants, restroom, stop)
- Behavior
- The student will name or point to the place or item each logo stands for independently
- Criteria
- With at least 80% accuracy on logos and signs, on 3 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 80% accuracy on logos and signs
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 photographs of familiar logos and signs from the student's community (stores, restaurants, restroom, stop), the student will name or point to the place or item each logo stands for independently with at least 80% accuracy on logos and signs, on 3 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.