Sort items into categories and name the category
Live goal preview
By the annual IEP review date, given 10 sets of three or four pictures or words from familiar categories, the student will name the category that each set of items belongs to independently with at least 80% accuracy on categorization items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 40% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Percent accuracy is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce percent accuracy data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Receptive Language.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students who have difficulty grouping words by meaning, which supports vocabulary growth and word retrieval. Present levels and the SLP's assessment, not grade, decide fit and whether to start with basic categories (animals, food) or more abstract ones.
- Baseline considerations
- Probe category naming, sorting, and naming members separately with 10 items each. Note which categories are known and whether the student sorts correctly but cannot name the category, which suggests an expressive focus.
- Usage notes
- Score an item correct when the category name is accurate ("animals," "things that fly"), even if it is broader or narrower than expected, as long as it fits all items. For naming members, all named items must belong to the category. Use real objects or pictures for young students.
- Known limitations
- Category knowledge depends on the student's experiences and culture; choose categories that are familiar to the student. Naming tasks also require expressive language. The goal does not measure use of categories in conversation or writing.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-rec-004.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Accuracy tracker. Your goal is scored as percent correct, so the sheet records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on categorization items
- 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, given 10 sets of three or four pictures or words from familiar categories, the student will name the category that each set of items belongs to independently with at least 80% accuracy on categorization items, 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.