Follow a partner's point to a toy
When to use this goal
For young children who do not yet shift their focus to what a partner points at or names. Present levels from play observation and the SLP's communication evaluation, not age or grade, decide whether this is the right starting skill. Children who already follow a point across the room may be ready to start shared attention themselves (sl-ec-002, sl-ec-003).
- Baseline
- Present 10 points across two or three play sessions, varying the side and distance. Record whether the student shifts to the object with no help, after the partner taps or animates it, or not at all. Note distance: following a point to something within reach comes before following one across the room.
- Tips
- Score the student's action on the object, not where their eyes go: turning toward, touching, moving to, or commenting on the object all count. Give the point once with the name, wait about 5 seconds, then add the next cue. Use toys the student wants so the shift is worth making. Families can run the same game at home with a favorite toy.
- Limits
- Following a point shows response to joint attention only; it does not show the student starting shared attention or communicating a message. Children with low vision need an auditory or touch version of the cue, planned with the TVI. The template does not diagnose.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-001.
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Goal
By the annual IEP review date, during floor play with 3 to 5 toys placed around the student, when the partner points to a toy within 3 feet and names it, the student will turn their head or body toward the pointed-to object and then touch it, reach for it, move to it, or vocalize about it independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly during play sessions.
Baseline: 2 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 Early Communication.
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
- Speech & Language - Early Communication
- Baseline
- 2 of 10 opportunities.
- Annual goal461 characters
- By the annual IEP review date, during floor play with 3 to 5 toys placed around the student, when the partner points to a toy within 3 feet and names it, the student will turn their head or body toward the pointed-to object and then touch it, reach for it, move to it, or vocalize about it independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly during play sessions.
- Timeframe
- By the annual IEP review date
- Condition
- During floor play with 3 to 5 toys placed around the student, when the partner points to a toy within 3 feet and names it
- Behavior
- The student will turn their head or body toward the pointed-to object and then touch it, reach for it, move to it, or vocalize about it independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly during play sessions
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 sessions
- Collection schedule:
- twice weekly during play sessions
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during floor play with 3 to 5 toys placed around the student, when the partner points to a toy within 3 feet and names it, the student will turn their head or body toward the pointed-to object and then touch it, reach for it, move to it, or vocalize about it independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly during play sessions.
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.