Identify basic shapes by pointing or naming
When to use this goal
For children who do not yet identify basic shapes (circle, square, triangle, rectangle) when asked during play or table activities. Present levels in matching shapes and in communication mode decide whether the goal is receptive or expressive first.
- Baseline
- Probe each shape twice with different sizes and colors (12 items) so the child is responding to shape, not color. Score receptive and expressive separately.
- Tips
- Vary size, color, and orientation so the child learns the shape itself. Shape sorters and block play give natural practice. Any response mode counts. The math area covers geometry beyond these basic labels.
- Limits
- Naming shapes on cards does not show the child can find shapes in the environment; add that as an extension. Rotated triangles and rectangles are harder; include them once the upright forms are known.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-010.
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Goal
By the annual IEP review date, given shape blocks or cards (circle, square, triangle, rectangle, star, heart) and asked to point to a named shape, the student will point to or name the shape asked for independently with at least 90% accuracy on shape items, 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 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
- 20% accuracy.
- Annual goal354 characters
- By the annual IEP review date, given shape blocks or cards (circle, square, triangle, rectangle, star, heart) and asked to point to a named shape, the student will point to or name the shape asked for independently with at least 90% accuracy on shape items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given shape blocks or cards (circle, square, triangle, rectangle, star, heart) and asked to point to a named shape
- Behavior
- The student will point to or name the shape asked for independently
- Criteria
- With at least 90% accuracy on shape 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 shape 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 shape blocks or cards (circle, square, triangle, rectangle, star, heart) and asked to point to a named shape, the student will point to or name the shape asked for independently with at least 90% accuracy on shape 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.