Tell what people do at places
When to use this goal
For young students building vocabulary for places in the school and community (library, kitchen, store, doctor's office, park) and the actions linked to them. These words support routines, play, and stories. Base the choice on a vocabulary probe and family input about the places the child goes.
- Baseline
- Ask the family which places the child visits and use those first. Probe both directions (place to action, action to place) and note which is easier. Accept answers in the home language.
- Tips
- Score correct when the action fits the place. Use photos of places the child really knows where possible. Pretend play is a good setting for teaching; keep probes separate so data stay comparable.
- Limits
- Experience shapes these words; a child who has never been to a library will not know what happens there. Choose places from the child's life rather than a standard list.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-029.
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Goal
By the annual IEP review date, given 10 pictures of familiar places and asked "What do people do here?", the student will tell an action that happens at each place (such as "buy food" at a store) using speech, sign, or a device independently with at least 80% accuracy on place and action items, 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 goal420 characters
- By the annual IEP review date, given 10 pictures of familiar places and asked "What do people do here?", the student will tell an action that happens at each place (such as "buy food" at a store) using speech, sign, or a device independently with at least 80% accuracy on place and action 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 pictures of familiar places and asked "What do people do here?"
- Behavior
- The student will tell an action that happens at each place (such as "buy food" at a store) using speech, sign, or a device independently
- Criteria
- With at least 80% accuracy on place and action 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 80% accuracy on place and action 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 pictures of familiar places and asked "What do people do here?", the student will tell an action that happens at each place (such as "buy food" at a store) using speech, sign, or a device independently with at least 80% accuracy on place and action 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.