Match identical pictures and objects
When to use this goal
For children who do not yet match an object or picture to its identical partner, which is the first step toward sorting, picture schedules, and symbol use. Present levels in attending to materials decide whether to start with objects or pictures.
- Baseline
- Probe 10 trials with objects and 10 with pictures, rotating the position of the match so the child is not choosing by position. A field of three has a 33 percent chance level; use the picture-to-object condition only after the first two are solid.
- Tips
- Use familiar objects (cup, shoe, ball) and clear photos. Matching a picture to an object is the bridge to picture schedules and AAC. Keep sessions short with a preferred item between trials.
- Limits
- Matching is a prerequisite skill, not an outcome; once it is reliable, move to sorting and identifying. Children with visual impairment may need tactile matching instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-013.
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Goal
By the annual IEP review date, given one object and a field of three objects, asked to find the one that is the same, the student will select the matching item from the field independently with at least 90% accuracy on matching trials, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data 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. 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
- 40% accuracy.
- Annual goal332 characters
- By the annual IEP review date, given one object and a field of three objects, asked to find the one that is the same, the student will select the matching item from the field independently with at least 90% accuracy on matching trials, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given one object and a field of three objects, asked to find the one that is the same
- Behavior
- The student will select the matching item from the field independently
- Criteria
- With at least 90% accuracy on matching trials, 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 matching trials
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given one object and a field of three objects, asked to find the one that is the same, the student will select the matching item from the field independently with at least 90% accuracy on matching trials, 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.