Say where things are with position words
When to use this goal
For young students who follow directions with in, on, and under (receptive) but answer "Where is it?" by pointing or saying "there". Saying location words is needed to answer where questions and describe pictures. Base the choice on receptive concept data (sl-rec-012) and the SLP's observation.
- Baseline
- Check receptive understanding of each position word first. Then hide or picture 10 objects and record each answer. Note which words are used and whether "there" or pointing replaces them.
- Tips
- Score correct when the position word matches where the object is. Phrases are scored for the position word only unless the second behavior is used. Accept the position word in the student's home language. Start with in, on, and under, then add behind, next to, between.
- Limits
- The goal depends on receptive knowledge of the concepts. It does not cover left and right or complex spatial terms. Pointing is always accepted as communication but is not scored here.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-055.
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Goal
By the annual IEP review date, during a hide-and-find game with 10 hidden objects, when the adult asks where each one is, the student will tell where the object is with a position word (such as in, on, under, behind, next to) independently with at least 80% accuracy on where questions about object location, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% 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 Expressive Language.
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 - Expressive Language
- Baseline
- 30% accuracy.
- Annual goal433 characters
- By the annual IEP review date, during a hide-and-find game with 10 hidden objects, when the adult asks where each one is, the student will tell where the object is with a position word (such as in, on, under, behind, next to) independently with at least 80% accuracy on where questions about object location, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During a hide-and-find game with 10 hidden objects, when the adult asks where each one is
- Behavior
- The student will tell where the object is with a position word (such as in, on, under, behind, next to) independently
- Criteria
- With at least 80% accuracy on where questions about object location, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 80% accuracy on where questions about object location
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a hide-and-find game with 10 hidden objects, when the adult asks where each one is, the student will tell where the object is with a position word (such as in, on, under, behind, next to) independently with at least 80% accuracy on where questions about object location, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.