Pick items using comparison words
When to use this goal
For students who know size and quantity words (big, more) but not comparisons (bigger, the tallest, shorter than, the most, longer but not longest). Comparison language is common in math, science, and class directions. Base the choice on the SLP's assessment and concept data (sl-rec-013).
- Baseline
- Give 10 items mixing -er, -est, than, and most/least. Record errors by type; some students hear -er and -est as the same, which is a morphology need as well. Use sets with at least three items so the superlative is a real choice.
- Tips
- Score correct when the selected item fits the comparison. Real objects in science and math make the practice meaningful. For saying -er and -est, see sl-syn-018.
- Limits
- Visual judgment of size affects answers; make differences clear. Two-part comparisons add memory load. The goal does not measure comparison words in reading.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-036.
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Goal
By the annual IEP review date, given 10 spoken directions with comparatives and superlatives and sets of 3 to 4 pictures or objects (such as "Point to the tallest tree" or "Find one shorter than this"), the student will select the picture or object that matches the comparison independently with at least 85% accuracy on comparison directions, 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 goal468 characters
- By the annual IEP review date, given 10 spoken directions with comparatives and superlatives and sets of 3 to 4 pictures or objects (such as "Point to the tallest tree" or "Find one shorter than this"), the student will select the picture or object that matches the comparison independently with at least 85% accuracy on comparison directions, 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 10 spoken directions with comparatives and superlatives and sets of 3 to 4 pictures or objects (such as "Point to the tallest tree" or "Find one shorter than this")
- Behavior
- The student will select the picture or object that matches the comparison independently
- Criteria
- With at least 85% accuracy on comparison directions, 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 comparison directions
- 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 spoken directions with comparatives and superlatives and sets of 3 to 4 pictures or objects (such as "Point to the tallest tree" or "Find one shorter than this"), the student will select the picture or object that matches the comparison independently with at least 85% accuracy on comparison directions, 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.