Find the part of an object when named
When to use this goal
For young students who know whole-object names but not the names of parts (wheel, handle, door, roof, leg, button, lid). Part words help in directions, books, and describing. Base the choice on the SLP's assessment and the student's daily vocabulary.
- Baseline
- List 15 part words that fit the student's toys, classroom, and home objects. Ask for each part once without gestures and record which are known. Use unknown words for teaching and a set of 10 for the probe.
- Tips
- Each request for a part is one opportunity. Score correct when the student points to or touches the right part. Accept any reliable selection, including eye-gaze selection when that is the student's mode.
- Limits
- Unfamiliar objects lower scores for experience reasons. The goal does not measure naming the parts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-050.
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Goal
By the annual IEP review date, during play with toys and real objects when the adult asks the student to find a named part (such as "Where's the handle?"), the student will point to or touch the named part of the object or picture independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
Baseline: 3 of 10 opportunities.
- 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. Opportunities 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 opportunities 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
- 3 of 10 opportunities.
- Annual goal429 characters
- By the annual IEP review date, during play with toys and real objects when the adult asks the student to find a named part (such as "Where's the handle?"), the student will point to or touch the named part of the object or picture independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
- Timeframe
- By the annual IEP review date
- Condition
- During play with toys and real objects when the adult asks the student to find a named part (such as "Where's the handle?")
- Behavior
- The student will point to or touch the named part of the object or picture independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and once weekly in class
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session and once weekly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during play with toys and real objects when the adult asks the student to find a named part (such as "Where's the handle?"), the student will point to or touch the named part of the object or picture independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.