Open a digital book and start read-aloud
When to use this goal
For young students who read print below the level of the books they want or need to hear, and who depend on an adult to start a digital book with read-aloud. Present levels in tablet use and in reading decide fit.
- Baseline
- Watch three reading times and mark each step as independent, prompted, or done by the adult. Check that the login and book are set up the same way each time.
- Tips
- Read-aloud lets students meet books at their listening level while decoding is taught separately. Keep the app layout the same so steps stay stable.
- Limits
- Hearing a book is not the same as decoding it; reading instruction continues. The AT specialist and team choose the tool from an AT assessment and trial data; the template measures what the student does with it, not the tool's quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-at-001.
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Goal
By the annual IEP review date, during independent reading time, given a tablet with a digital library app and the student's login, the student will log in, find the assigned book, open it, and turn on read-aloud with word highlighting, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Assistive Technology Use.
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
- Vision, Hearing & Assistive Technology - Assistive Technology Use
- Baseline
- 2 of 7 steps independently.
- Annual goal373 characters
- By the annual IEP review date, during independent reading time, given a tablet with a digital library app and the student's login, the student will log in, find the assigned book, open it, and turn on read-aloud with word highlighting, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent reading time, given a tablet with a digital library app and the student's login
- Behavior
- The student will log in, find the assigned book, open it, and turn on read-aloud with word highlighting
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during independent reading time, given a tablet with a digital library app and the student's login, the student will log in, find the assigned book, open it, and turn on read-aloud with word highlighting, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Put on headphones | ||||||||
| 2. Open the digital library app | ||||||||
| 3. Log in with the picture or QR login | ||||||||
| 4. Find the assigned book on the shelf or list | ||||||||
| 5. Open the book | ||||||||
| 6. Turn on read-aloud with word highlighting | ||||||||
| 7. Turn pages or let the book advance and listen to the end | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.