Point to the picture that shows the named action
When to use this goal
For young students who find named objects but not named actions ("Show me jumping"), which limits understanding of what people say about events. Base the choice on a receptive vocabulary assessment.
- Baseline
- Probe 20 common verbs in pictures and 10 in live action and record accuracy for each format. Some children understand verbs in live action before pictures. Compare with object identification (sl-rec-006) to confirm the gap is specific to verbs.
- Tips
- Score correct when the student selects or performs the named action on the first try without a demonstration. Use pictures where the action is clear and the objects are similar, so the student cannot choose by the object. State the format (pictures or live) in the condition and keep it constant. Use untrained verbs for probes.
- Limits
- Action pictures are harder to draw clearly than objects, and some verbs cannot be pictured well. A field of three allows guessing. The goal does not measure verb understanding in full sentences (sl-rec-017).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-007.
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Goal
By the annual IEP review date, given a field of three action pictures and asked "Show me ___ing" for 10 verbs, the student will point to the picture that shows the named action independently with at least 85% accuracy on named actions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 35% 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 Receptive 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 - Receptive Language
- Baseline
- 35% accuracy.
- Annual goal360 characters
- By the annual IEP review date, given a field of three action pictures and asked "Show me ___ing" for 10 verbs, the student will point to the picture that shows the named action independently with at least 85% accuracy on named actions, 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
- Given a field of three action pictures and asked "Show me ___ing" for 10 verbs
- Behavior
- The student will point to the picture that shows the named action independently
- Criteria
- With at least 85% accuracy on named actions, 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 85% accuracy on named actions
- 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 a field of three action pictures and asked "Show me ___ing" for 10 verbs, the student will point to the picture that shows the named action independently with at least 85% accuracy on named actions, 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.