Identify colors by pointing or naming
When to use this goal
For children who do not yet identify basic colors when asked during play or routines. Present levels in matching (same color together) and in communication mode decide whether the goal is receptive (point to) or expressive (name) first.
- Baseline
- Probe each of the 8 colors twice with different objects (16 items) and score receptive and expressive separately. Check that the child can match colors first; matching without identifying means the labels are the gap.
- Tips
- Use real objects and routines (snack cups, crayons) rather than only cards, so the concept is used. Any response mode counts. Teach two or three colors at a time and add more as they are mastered. Check with the family about color-vision concerns if errors are consistent on specific pairs.
- Limits
- Color naming is one early concept among many; do not treat it as a readiness measure on its own. Children with color-vision differences need the item set adjusted.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-009.
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Goal
By the annual IEP review date, given objects or cards in 8 basic colors and asked to point to a named color, the student will point to or name the color asked for independently with at least 90% accuracy on color items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 25% 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 Preschool & Kindergarten Readiness.
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 - Preschool & Kindergarten Readiness
- Baseline
- 25% accuracy.
- Annual goal316 characters
- By the annual IEP review date, given objects or cards in 8 basic colors and asked to point to a named color, the student will point to or name the color asked for independently with at least 90% accuracy on color items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given objects or cards in 8 basic colors and asked to point to a named color
- Behavior
- The student will point to or name the color asked for independently
- Criteria
- With at least 90% accuracy on color items, 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 90% accuracy on color items
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given objects or cards in 8 basic colors and asked to point to a named color, the student will point to or name the color asked for independently with at least 90% accuracy on color items, 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.