Tell how two items are alike and different
When to use this goal
For students who describe items one at a time but cannot relate them to each other, a skill teachers expect in discussions and writing. Base the choice on the SLP's assessment. For curriculum concepts, see sl-sem-019.
- Baseline
- Probe 10 pairs and record similarities and differences separately; many students give differences easily but cannot find a similarity (the shared category). Note whether the student relies on one feature type (color) for every pair.
- Tips
- Score a pair correct when the student gives the required number of accurate, distinct similarities and differences. A shared category ("both are fruit") counts as a similarity; "they are both things" does not. Teach feature types (category, function, parts, appearance, where found) and use them as the support early on.
- Limits
- Pairs vary in difficulty depending on how obvious the shared category is; keep pairs within the same difficulty level across probes. Explaining comparisons requires sentence formulation, which can hide semantic knowledge in students with limited expressive language.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-009.
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Goal
By the annual IEP review date, given 10 pairs of pictured objects (such as apple and orange, bus and car) and asked how they are alike and different, the student will state one way the two items are alike and one way they are different independently with at least 80% accuracy on item pairs, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% 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
- 30% accuracy.
- Annual goal416 characters
- By the annual IEP review date, given 10 pairs of pictured objects (such as apple and orange, bus and car) and asked how they are alike and different, the student will state one way the two items are alike and one way they are different independently with at least 80% accuracy on item pairs, 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 pairs of pictured objects (such as apple and orange, bus and car) and asked how they are alike and different
- Behavior
- The student will state one way the two items are alike and one way they are different independently
- Criteria
- With at least 80% accuracy on item pairs, 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 item pairs
- 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 pairs of pictured objects (such as apple and orange, bus and car) and asked how they are alike and different, the student will state one way the two items are alike and one way they are different independently with at least 80% accuracy on item pairs, 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.