Scan a worksheet row by row
When to use this goal
For students with low vision who miss items on busy pages because they search at random. Present levels in finding targets on a page decide the page layout to start with.
- Baseline
- Give two pages with known targets and count how many are found. Note whether misses cluster on one side or at the bottom, which may point to a field loss.
- Tips
- The denominator is the number of targets on the page. Teach the pattern with the same words each time (start top left, go across, drop down).
- Limits
- Busy page design can defeat any strategy; ask for cleaner layouts as an accommodation as well. The template does not test acuity.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-lv-004.
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Goal
By the annual IEP review date, given a worksheet with 10 target pictures or words scattered among other items, in the student's preferred print size, the student will scan the page left to right and top to bottom and mark each target independently with at least 90% accuracy on targets found on the page, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 50% 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. Work-sample analysis 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 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
- 50% accuracy.
- Annual goal395 characters
- By the annual IEP review date, given a worksheet with 10 target pictures or words scattered among other items, in the student's preferred print size, the student will scan the page left to right and top to bottom and mark each target independently with at least 90% accuracy on targets found on the page, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a worksheet with 10 target pictures or words scattered among other items, in the student's preferred print size
- Behavior
- The student will scan the page left to right and top to bottom and mark each target independently
- Criteria
- With at least 90% accuracy on targets found on the page, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 90% accuracy on targets found on the page
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a worksheet with 10 target pictures or words scattered among other items, in the student's preferred print size, the student will scan the page left to right and top to bottom and mark each target independently with at least 90% accuracy on targets found on the page, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| 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.