Read print with a stand magnifier
When to use this goal
For early readers with low vision who have a prescribed stand magnifier for near tasks. Present levels in letter and word reading decide the text; the device and power come from the low vision clinic.
- Baseline
- Observe three reading tasks and mark each step as independent, prompted, or done by the adult. Check that the magnifier matches the current prescription.
- Tips
- Stand magnifiers suit young children because the focus is fixed. Practice with real class materials, not only worksheets made for practice.
- Limits
- The template measures device use, not reading level. Lighting and table height change how well the device works.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-lv-003.
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Goal
By the annual IEP review date, given a classroom reader or worksheet in regular print and the student's stand magnifier, the student will place the magnifier flat on the page, move it along the line, and read the line aloud, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 6 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 Low Vision & Visual Efficiency.
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 - Low Vision & Visual Efficiency
- Baseline
- 2 of 6 steps independently.
- Annual goal352 characters
- By the annual IEP review date, given a classroom reader or worksheet in regular print and the student's stand magnifier, the student will place the magnifier flat on the page, move it along the line, and read the line aloud, performing all 6 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
- Given a classroom reader or worksheet in regular print and the student's stand magnifier
- Behavior
- The student will place the magnifier flat on the page, move it along the line, and read the line aloud
- Criteria
- Performing all 6 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 all 6 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, given a classroom reader or worksheet in regular print and the student's stand magnifier, the student will place the magnifier flat on the page, move it along the line, and read the line aloud, performing all 6 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. Turn on the magnifier light if it has one | ||||||||
| 2. Place the magnifier flat on the page at the start of the line | ||||||||
| 3. Keep their eye at a steady distance above the lens | ||||||||
| 4. Slide the magnifier along the line while reading | ||||||||
| 5. Find the start of the next line | ||||||||
| 6. Lift and return the magnifier to its case when finished | ||||||||
| 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 6).
- 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.