Point to the spoken word among printed choices
When to use this goal
For students who do not speak or whose speech is hard to understand, so that reading aloud is not a usable measure. Receptive identification shows word recognition through pointing, eye gaze, or a device. Base the choice on the student's response mode.
- Baseline
- Agree with the speech-language pathologist on the response mode and what counts as a selection. Use distractors from the same word set, some sharing a first letter, and rotate the target's position. Chance is 33 percent in a field of 3; a baseline near chance means the words are not yet known.
- Tips
- The receptive partner to every expressive sight-word goal on this page; the word sets can be shared. The sentence-completion condition adds meaning. For students who use AAC, put the target words on the device so reading supports communication.
- Limits
- Field size limits what the score can show; expand it as the student progresses. Receptive identification does not show the student can produce the word or read it in text. Motor and attention differences affect pointing; watch for position habits.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-019.
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Goal
By the annual IEP review date, given a spoken word and a row of 3 printed words from the student's current word set, the student will point to or select the printed word that was spoken independently with at least 85% accuracy on receptive word trials, 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 Sight Word Recognition.
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 - Sight Word Recognition
- Baseline
- 40% accuracy.
- Annual goal354 characters
- By the annual IEP review date, given a spoken word and a row of 3 printed words from the student's current word set, the student will point to or select the printed word that was spoken independently with at least 85% accuracy on receptive word trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a spoken word and a row of 3 printed words from the student's current word set
- Behavior
- The student will point to or select the printed word that was spoken independently
- Criteria
- With at least 85% accuracy on receptive word trials, 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 word trials
- 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 spoken word and a row of 3 printed words from the student's current word set, the student will point to or select the printed word that was spoken independently with at least 85% accuracy on receptive word trials, 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.