Show order concepts such as first, last, before, and after
When to use this goal
For students who do not respond to order words in pictures and directions ("Point to the first one," "Which comes after?"), which affects sequencing, schedules, and math. Base the choice on a basic concepts assessment. For directions with before and after in class, see ef-dir-004.
- Baseline
- Probe each order word three or more times in rows and in schedules and record which are known; first and last usually come before middle, second, before, and after. Check that the student reads the row left to right. Use the class schedule for a functional probe.
- Tips
- List the order words in the condition. Score correct when the selection matches the word on the first try. Vary the row contents so the student cannot learn positions by picture. Before and after are harder in sentences ("Before you ___, ___") and are a separate step; keep this goal at single concept words.
- Limits
- Order words depend on direction conventions (left to right) that some students have not learned. Before and after in full directions involve sequencing demands beyond concept knowledge. The task is recognition only.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-014.
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Goal
By the annual IEP review date, given a row of four pictures or objects and asked to find the first, last, middle, second, or next one, for 10 items, the student will point to the item that matches the order word independently with at least 85% accuracy on order concept 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 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 goal401 characters
- By the annual IEP review date, given a row of four pictures or objects and asked to find the first, last, middle, second, or next one, for 10 items, the student will point to the item that matches the order word independently with at least 85% accuracy on order concept items, 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 row of four pictures or objects and asked to find the first, last, middle, second, or next one, for 10 items
- Behavior
- The student will point to the item that matches the order word independently
- Criteria
- With at least 85% accuracy on order concept items, 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 order concept 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 a row of four pictures or objects and asked to find the first, last, middle, second, or next one, for 10 items, the student will point to the item that matches the order word independently with at least 85% accuracy on order concept 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. Sheets print blank; no student data is stored.