Scan toward the side of field loss
When to use this goal
For students with a loss of part of the visual field (such as a hemianopia after a brain injury) who miss items on one side. Present levels from the functional vision assessment decide which side and how far to scan.
- Baseline
- Count targets found on each side of the page separately. The gap between sides is the baseline that matters.
- Tips
- Teach the anchor strategy first: find the line, start each row there. Fade the line as scanning becomes a habit.
- Limits
- Field loss also affects travel; the O&M specialist addresses that side. Results on paper may not carry to busy real settings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-lv-015.
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Goal
By the annual IEP review date, given a page or a screen with targets placed across the whole width, the student will turn their head or eyes toward the side of field loss to check the whole page and mark each target independently with at least 90% accuracy on targets found on the side of field loss, 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 goal391 characters
- By the annual IEP review date, given a page or a screen with targets placed across the whole width, the student will turn their head or eyes toward the side of field loss to check the whole page and mark each target independently with at least 90% accuracy on targets found on the side of field loss, 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 page or a screen with targets placed across the whole width
- Behavior
- The student will turn their head or eyes toward the side of field loss to check the whole page and mark each target independently
- Criteria
- With at least 90% accuracy on targets found on the side of field loss, 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 side of field loss
- 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 page or a screen with targets placed across the whole width, the student will turn their head or eyes toward the side of field loss to check the whole page and mark each target independently with at least 90% accuracy on targets found on the side of field loss, 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.