Point to the picture of a spoken word
When to use this goal
For preschoolers and early-grade students whose present levels show a small listening vocabulary, including students with limited speech. Base the choice on language assessment and the team's chosen word set.
- Baseline
- Choose 20 words per unit from the books and activities the student will meet, and test them before teaching. Use distractors from the same category so the student must know the word rather than the category. Chance is 25 percent in a field of 4. Rotate the target's position.
- Tips
- Coordinate with the speech-language pathologist, who may share or own this goal. Teach words in context (books, play, routines) rather than from cards alone, and use the cards only for data. Add verbs and describing words once nouns are steady.
- Limits
- Pointing shows recognition, not use. Picture sets can be ambiguous; test them first. Field size limits what the score can tell you.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-007.
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Goal
By the annual IEP review date, given a spoken word from the current unit's word set and a choice of 4 pictures, the student will point to or touch the picture that matches the word independently with at least 85% accuracy on receptive vocabulary 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 Vocabulary.
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 - Vocabulary
- Baseline
- 40% accuracy.
- Annual goal354 characters
- By the annual IEP review date, given a spoken word from the current unit's word set and a choice of 4 pictures, the student will point to or touch the picture that matches the word independently with at least 85% accuracy on receptive vocabulary 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 spoken word from the current unit's word set and a choice of 4 pictures
- Behavior
- The student will point to or touch the picture that matches the word independently
- Criteria
- With at least 85% accuracy on receptive vocabulary 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 vocabulary 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 spoken word from the current unit's word set and a choice of 4 pictures, the student will point to or touch the picture that matches the word independently with at least 85% accuracy on receptive vocabulary 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.