Follow and use positional words such as above, below and next to
When to use this goal
For students who do not respond to "put it under the table" or cannot say where something is, which affects directions across the whole day. Present levels in receptive vocabulary decide whether to start with following or using the words.
- Baseline
- Probe each word separately over several sessions; in, on and under are usually first, while behind, in front of and between come later. Record following and using separately, since many students follow words they do not yet say.
- Tips
- Embed opportunities in routines (put your folder in the bin, line up behind Sam) as well as table tasks. Coordinate with the speech-language pathologist, who may target the same words.
- Limits
- Positional words are language as much as geometry; a student may have the concept and not the words. Does not measure map or grid skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-009.
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Goal
By the annual IEP review date, given an object and a direction with a positional word (in, on, under, above, below, next to, in front of, behind, between), the student will place the object in the stated position independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 3 of 10 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 Geometry & Spatial Reasoning.
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
- Math - Geometry & Spatial Reasoning
- Baseline
- 3 of 10 opportunities.
- Annual goal379 characters
- By the annual IEP review date, given an object and a direction with a positional word (in, on, under, above, below, next to, in front of, behind, between), the student will place the object in the stated position independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an object and a direction with a positional word (in, on, under, above, below, next to, in front of, behind, between)
- Behavior
- The student will place the object in the stated position independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given an object and a direction with a positional word (in, on, under, above, below, next to, in front of, behind, between), the student will place the object in the stated position independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.