Identify big and little and same and different
When to use this goal
For children who do not yet respond to comparison words (big, little, same, different) that teachers use constantly in directions and questions. Present levels in matching (fn-pk-013) and in receptive language decide the starting pair.
- Baseline
- Probe each concept 5 times (20 items), with the correct answer rotating between positions. Two-choice items have a 50 percent chance level; look for consistency across trials before crediting the concept.
- Tips
- Use large differences first (a big ball and a tiny ball), then closer sizes. Same and different with objects comes before pictures. These words appear in nearly every kindergarten direction, which is why they are readiness concepts.
- Limits
- Concept words are many; this template covers two pairs. Children may know the concept but not the word; the gesture support helps separate the two.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-017.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given two objects that differ in size and asked which is big or which is little, the student will point to or name the item that matches the concept word independently with at least 90% accuracy on concept items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal340 characters
- By the annual IEP review date, given two objects that differ in size and asked which is big or which is little, the student will point to or name the item that matches the concept word independently with at least 90% accuracy on concept items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given two objects that differ in size and asked which is big or which is little
- Behavior
- The student will point to or name the item that matches the concept word independently
- Criteria
- With at least 90% accuracy on concept 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 concept 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 two objects that differ in size and asked which is big or which is little, the student will point to or name the item that matches the concept word independently with at least 90% accuracy on concept 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.