Find the picture the teacher points to
When to use this goal
For young students who follow a point one-to-one but not in a small group or from a big book across a table. Present levels decide fit. This is responding to shared attention in a group setting.
- Baseline
- During 2 or 3 small-group read-alouds, present 8 points and record whether the student finds the picture alone, with an individual copy, after a tap and name, or not at all.
- Tips
- Score the student's action on the picture. An individual copy is a good bridge support and can stay as an accommodation. The student does not have to look at the teacher; finding the picture is the measure.
- Limits
- Group settings add noise and distance; keep the group size the same. The goal does not measure answering questions about the book. Whole-class participation belongs in preschool-readiness.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-034.
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Goal
By the annual IEP review date, during a small-group read-aloud with a big book, when the teacher points to a picture and names it, the student will find the picture the teacher points to and touch it, point to it, name it, or show it on their own copy or device independently in at least 6 of 8 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 8 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 8 opportunities.
- Annual goal411 characters
- By the annual IEP review date, during a small-group read-aloud with a big book, when the teacher points to a picture and names it, the student will find the picture the teacher points to and touch it, point to it, name it, or show it on their own copy or device independently in at least 6 of 8 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a small-group read-aloud with a big book, when the teacher points to a picture and names it
- Behavior
- The student will find the picture the teacher points to and touch it, point to it, name it, or show it on their own copy or device independently
- Criteria
- In at least 6 of 8 opportunities, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 6 of 8 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a small-group read-aloud with a big book, when the teacher points to a picture and names it, the student will find the picture the teacher points to and touch it, point to it, name it, or show it on their own copy or device independently in at least 6 of 8 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 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.