Zoom and pan to read a web page
When to use this goal
For students with low vision who use built-in or installed screen magnification on a computer or tablet. Present levels in the commands for zooming, panning, and following the mouse decide fit.
- Baseline
- Set 10 find-and-read tasks on a real class web page and record each as found or not found, with the time taken. Note whether the student loses their place when zoomed in.
- Tips
- Teach keyboard shortcuts for zoom so the student keeps hands on the keyboard. Combine with speech output for long text if the student finds it useful.
- Limits
- Busy page layouts are hard at high zoom; the score depends partly on the page design. The template does not measure reading speed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-lv-017.
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Goal
By the annual IEP review date, given a class website or article on a computer with screen magnification turned on and a list of 10 things to find, the student will zoom in and out and pan across the page to find each requested item and read it aloud independently with at least 85% accuracy on items found on the page, 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 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
- 40% accuracy.
- Annual goal431 characters
- By the annual IEP review date, given a class website or article on a computer with screen magnification turned on and a list of 10 things to find, the student will zoom in and out and pan across the page to find each requested item and read it aloud independently with at least 85% accuracy on items found on the page, 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 class website or article on a computer with screen magnification turned on and a list of 10 things to find
- Behavior
- The student will zoom in and out and pan across the page to find each requested item and read it aloud independently
- Criteria
- With at least 85% accuracy on items found on the page, 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 items found on the page
- 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 class website or article on a computer with screen magnification turned on and a list of 10 things to find, the student will zoom in and out and pan across the page to find each requested item and read it aloud independently with at least 85% accuracy on items found on the page, 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.