Find own name card among classmates' names
When to use this goal
For children who cannot find their cubby, name card, or attendance tag when it is among other names. Present levels in matching and letter recognition decide the field size; the reading area covers letter names and sounds.
- Baseline
- Record 5 real opportunities a day (attendance, cubby, table spot, snack) for 3 days. Rotate the position of the card so the child is not choosing by location. Note whether the child uses the first letter or the whole shape.
- Tips
- Use the child's name in daily routines (attendance, helper chart, cubby) so there are real opportunities. Fade the photo first, then the highlight. Writing the name is a handwriting goal; this is recognition.
- Limits
- Classmates with similar names make the task harder; the third condition addresses that on purpose. Recognizing the name does not mean the child can name its letters.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-014.
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Goal
By the annual IEP review date, given own name card among 3 classmates' name cards at the table or cubby, the student will select own name card independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival and table routines.
Baseline: 1 of 5 opportunities.
- 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. Opportunities 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 opportunities 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
- 1 of 5 opportunities.
- Annual goal331 characters
- By the annual IEP review date, given own name card among 3 classmates' name cards at the table or cubby, the student will select own name card independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival and table routines.
- Timeframe
- By the annual IEP review date
- Condition
- Given own name card among 3 classmates' name cards at the table or cubby
- Behavior
- The student will select own name card independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during arrival and table routines
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily during arrival and table routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given own name card among 3 classmates' name cards at the table or cubby, the student will select own name card independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival and table routines.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.