Find objects by what they are used for
When to use this goal
For preschoolers who point to named objects and are ready to find them by use: which one do we eat with, which one do we wear. Present levels in receptive vocabulary from the SLP and teacher decide fit.
- Baseline
- Use 10 questions with objects the student can already point to by name. Rotate positions in the field.
- Tips
- Use everyday objects from the classroom and home. Questions in the home language count. This builds toward answering what and where questions.
- Limits
- A field of three has a one-in-three chance level; look at patterns over probes. Overlaps with receptive language goals; coordinate with the SLP.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-039.
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Goal
By the annual IEP review date, given a field of three real objects (a spoon, a cup, a shoe) and a question about use, the student will point to or hand over the object that matches the use named independently with at least 80% accuracy on object-function questions, across 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 goal366 characters
- By the annual IEP review date, given a field of three real objects (a spoon, a cup, a shoe) and a question about use, the student will point to or hand over the object that matches the use named independently with at least 80% accuracy on object-function questions, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a field of three real objects (a spoon, a cup, a shoe) and a question about use
- Behavior
- The student will point to or hand over the object that matches the use named independently
- Criteria
- With at least 80% accuracy on object-function questions, across 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 80% accuracy on object-function questions
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a field of three real objects (a spoon, a cup, a shoe) and a question about use, the student will point to or hand over the object that matches the use named independently with at least 80% accuracy on object-function questions, across 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.