Point to pictures for describing words
When to use this goal
For young students who know many nouns but not describing words (wet, dry, broken, empty, full, clean, dirty, hot, cold, soft). Describing words help with directions, books, and later describing. Base the choice on the SLP's assessment and the student's daily vocabulary.
- Baseline
- Test 10 describing words in pairs (wet and dry tested on different trials) and record which are known. Use pictures where the only difference is the target feature.
- Tips
- Score correct when the student selects the item that matches. Use the opposite as the foil once the student has the word. Accept any reliable response (pointing, eye-gaze selection on a board, or touching the item).
- Limits
- Pictures of some describing words are unclear; real objects are often better. The goal does not measure saying the words.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-038.
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Goal
By the annual IEP review date, given 10 sets of 2 to 3 pictures that differ by one describing word (such as a wet towel and a dry towel), the student will point to the picture or object that matches the describing word independently with at least 85% accuracy on describing-word 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 goal410 characters
- By the annual IEP review date, given 10 sets of 2 to 3 pictures that differ by one describing word (such as a wet towel and a dry towel), the student will point to the picture or object that matches the describing word independently with at least 85% accuracy on describing-word 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 10 sets of 2 to 3 pictures that differ by one describing word (such as a wet towel and a dry towel)
- Behavior
- The student will point to the picture or object that matches the describing word independently
- Criteria
- With at least 85% accuracy on describing-word 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 describing-word 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 2 to 3 pictures that differ by one describing word (such as a wet towel and a dry towel), the student will point to the picture or object that matches the describing word independently with at least 85% accuracy on describing-word 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.