Identify body parts on self and in pictures
When to use this goal
For children who do not yet point to body parts when asked, a concept needed for self-care, safety, and health conversations. Present levels in receptive language and in imitation decide the starting set and response mode.
- Baseline
- Probe the 10 parts on self and on a picture (20 items) and score each setting. Note whether the child responds better when the part is part of a song; that is a support, not independent.
- Tips
- Teach through songs, washing routines, and dressing. Pointing on self is usually easier than on a picture. The set can grow to less common parts (chin, shoulders) once the first 10 are known. Naming parts can follow pointing.
- Limits
- A receptive goal; naming is a separate expressive step. Children who avoid touch may prefer pointing on a doll; score that condition.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-015.
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Goal
By the annual IEP review date, when asked to point to a named body part on self (head, eyes, nose, mouth, ears, hands, feet, tummy, knees, elbows), the student will point to the body part named independently with at least 90% accuracy on body part items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal351 characters
- By the annual IEP review date, when asked to point to a named body part on self (head, eyes, nose, mouth, ears, hands, feet, tummy, knees, elbows), the student will point to the body part named independently with at least 90% accuracy on body part items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When asked to point to a named body part on self (head, eyes, nose, mouth, ears, hands, feet, tummy, knees, elbows)
- Behavior
- The student will point to the body part named independently
- Criteria
- With at least 90% accuracy on body part 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 body part items
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when asked to point to a named body part on self (head, eyes, nose, mouth, ears, hands, feet, tummy, knees, elbows), the student will point to the body part named independently with at least 90% accuracy on body part 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.