Read hard words with a scanning pen
When to use this goal
For students who read most print but get stuck on longer words in books, worksheets, and tests on paper. Present levels in decoding and in pen handling decide fit.
- Baseline
- Mark 10 hard words in a passage, have the student scan them, and count clean scans the pen reads correctly. Note angle and speed errors.
- Tips
- Scanning technique (angle, steady speed, whole word) is the skill. Check test rules before using the pen on state tests.
- Limits
- Fonts, curved pages, and glossy paper cause scan errors. 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-013.
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Goal
By the annual IEP review date, given a printed text at the student's grade level with a scanning pen and earbuds, the student will scan each word they cannot read, listen to it, and continue reading independently with at least 85% accuracy on scanned words read back correctly, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
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 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
- 40% accuracy.
- Annual goal390 characters
- By the annual IEP review date, given a printed text at the student's grade level with a scanning pen and earbuds, the student will scan each word they cannot read, listen to it, and continue reading independently with at least 85% accuracy on scanned words read back correctly, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed text at the student's grade level with a scanning pen and earbuds
- Behavior
- The student will scan each word they cannot read, listen to it, and continue reading independently
- Criteria
- With at least 85% accuracy on scanned words read back correctly, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
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 85% accuracy on scanned words read back correctly
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a printed text at the student's grade level with a scanning pen and earbuds, the student will scan each word they cannot read, listen to it, and continue reading independently with at least 85% accuracy on scanned words read back correctly, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
| 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.