Pick the item that does not belong and explain why
When to use this goal
For students who can sort into obvious groups but have trouble reasoning about why items belong together, which supports comprehension and vocabulary in class. Use the SLP's assessment to decide whether to use pictures or spoken words.
- Baseline
- Probe 10 picture sets and 10 spoken sets, scoring the selection and the explanation separately. Many students pick correctly but cannot explain; that pattern decides whether the goal targets both parts. Start with concrete categories and record which abstract categories (things that are hot, things you do at night) are unknown.
- Tips
- Score an item correct only when the selection is right and the explanation names the shared category or feature. Accept any reasonable category, including one the SLP did not plan, if it fits all three remaining items. Spoken-word sets add a memory load; keep sets at four items and say them slowly. Rotate sets so items are not memorized.
- Limits
- Sets with more than one defensible answer can lower scores unfairly; review sets before use. The task measures category reasoning, not vocabulary size, and depends on knowing all four words.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-007.
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Goal
By the annual IEP review date, given 10 sets of four pictures in which one item does not belong to the category, the student will identify the item that does not belong and state the category the other three share independently with at least 80% accuracy on exclusion 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 Vocabulary & Semantics.
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 - Vocabulary & Semantics
- Baseline
- 40% accuracy.
- Annual goal398 characters
- By the annual IEP review date, given 10 sets of four pictures in which one item does not belong to the category, the student will identify the item that does not belong and state the category the other three share independently with at least 80% accuracy on exclusion 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 10 sets of four pictures in which one item does not belong to the category
- Behavior
- The student will identify the item that does not belong and state the category the other three share independently
- Criteria
- With at least 80% accuracy on exclusion 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 80% accuracy on exclusion 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 10 sets of four pictures in which one item does not belong to the category, the student will identify the item that does not belong and state the category the other three share independently with at least 80% accuracy on exclusion 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.