Pick the two items that are alike or the one that is different
When to use this goal
For students who do not yet use same and different to compare items, which teachers rely on in directions, sorting, and math. Base the choice on a basic concepts assessment. The expressive version with explanation is sl-sem-007 and sl-sem-009.
- Baseline
- Probe 10 sets each for finding the same pair and finding the different item, with pictures and then spoken words, and record accuracy by format. Note whether the student understands the words same and different (try "Give me one that is the same as this").
- Tips
- Score correct when the selection matches the key on the first try; sets should have one clear answer. State the format (pictures, objects, or spoken words) in the condition; spoken sets add a memory load and belong later in the sequence. Use untrained sets for probes.
- Limits
- Sets can have more than one reasonable answer depending on which feature the student attends to; review sets in advance. The task does not measure explaining similarities and differences.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-011.
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Goal
By the annual IEP review date, given sets of four pictures and asked to find the two that are the same kind of thing, for 10 sets, the student will select the two items that are alike independently with at least 85% accuracy on same-and-different sets, 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 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
- 40% accuracy.
- Annual goal377 characters
- By the annual IEP review date, given sets of four pictures and asked to find the two that are the same kind of thing, for 10 sets, the student will select the two items that are alike independently with at least 85% accuracy on same-and-different sets, 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 sets of four pictures and asked to find the two that are the same kind of thing, for 10 sets
- Behavior
- The student will select the two items that are alike independently
- Criteria
- With at least 85% accuracy on same-and-different sets, 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 same-and-different sets
- 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 sets of four pictures and asked to find the two that are the same kind of thing, for 10 sets, the student will select the two items that are alike independently with at least 85% accuracy on same-and-different sets, 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.