Point to the picture of a word spoken in sounds
When to use this goal
For students with limited or unclear speech who can show blending by pointing instead of saying the word. Base the choice on the student's response options; it can be the main blending goal for a student who uses AAC or the first step for a very young child.
- Baseline
- Confirm the student knows the pictures receptively first. Use 10 items per session, rotate the target's position, and include some distractors that share the first sound so the student must blend the whole word rather than match the first sound. Chance is 33 percent in a field of 3.
- Tips
- The same-first-sound condition is the real test of blending. Coordinate the access method with the speech-language pathologist for students who use AAC or eye gaze. Move to an expressive blending goal when speech allows.
- Limits
- A picture field limits what the score can tell you; expand the field as soon as the student is steady. Receptive blending does not show the student can produce the blended word, which decoding eventually requires. Picture vocabulary must be checked every time the set changes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-021.
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Goal
By the annual IEP review date, given a word spoken one sound at a time and a choice of 3 pictures, the student will point to the picture of the word independently with at least 85% accuracy on receptive blending items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 40% 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 Phonological Awareness.
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
- Reading - Phonological Awareness
- Baseline
- 40% accuracy.
- Annual goal320 characters
- By the annual IEP review date, given a word spoken one sound at a time and a choice of 3 pictures, the student will point to the picture of the word independently with at least 85% accuracy on receptive blending items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a word spoken one sound at a time and a choice of 3 pictures
- Behavior
- The student will point to the picture of the word independently
- Criteria
- With at least 85% accuracy on receptive blending items, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 85% accuracy on receptive blending items
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a word spoken one sound at a time and a choice of 3 pictures, the student will point to the picture of the word independently with at least 85% accuracy on receptive blending items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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.