Point to choose between two snacks
When to use this goal
For children who reach for or take items and are ready to point to a choice from a short distance. Present levels in snack and play decide fit. Offer real choices; both items should be ones the student sometimes wants.
- Baseline
- Offer 10 choices across snack and play and record whether the student points, reaches with a whole hand, grabs, or does not choose. Check that the student accepts what they point to; a child who rejects the chosen item may be pointing to the nearest item, not choosing.
- Tips
- Give the chosen item right away and name it. If the student points to one and then reaches for the other, give the one reached for and score the point as not yet. Swap left and right positions so the student is not just pointing to one side.
- Limits
- Choosing between two items does not show a growing vocabulary; move to more choices or to pictures as the student grows. Children with motor needs may use a different selection (touch, a nod, or eye-gaze selection on a board chosen with the SLP); define it in the goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-007.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during snack, when the partner holds up 2 snack choices about 12 inches apart and asks "Which one?", the student will point to or touch one of the 2 choices and accept the item chosen independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack.
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 goal383 characters
- By the annual IEP review date, during snack, when the partner holds up 2 snack choices about 12 inches apart and asks "Which one?", the student will point to or touch one of the 2 choices and accept the item chosen independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack.
- Timeframe
- By the annual IEP review date
- Condition
- During snack, when the partner holds up 2 snack choices about 12 inches apart and asks "Which one?"
- Behavior
- The student will point to or touch one of the 2 choices and accept the item chosen independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during snack
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 days
- Collection schedule:
- daily during snack
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during snack, when the partner holds up 2 snack choices about 12 inches apart and asks "Which one?", the student will point to or touch one of the 2 choices and accept the item chosen independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack.
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.