Read using a trained eccentric viewing position
When to use this goal
For students with a central field loss (a central scotoma) who see better off-center and are learning to use a consistent eccentric viewing position. Present levels from the low vision clinic and TVI decide fit.
- Baseline
- Probe reading on short sentences with and without the trained position. Coordinate with the low vision clinic, which usually identifies the position.
- Tips
- Eccentric viewing feels unnatural at first; keep sessions short. Track reading speed informally as accuracy rises.
- Limits
- This is specialized instruction that needs low vision clinic input. Not every student with central loss benefits.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-lv-021.
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Goal
By the annual IEP review date, given short sentences in the student's preferred print size and their prescribed device, the student will hold their gaze at the trained position away from the words and read each word aloud independently with at least 85% accuracy on words read correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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. 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
- 50% accuracy.
- Annual goal389 characters
- By the annual IEP review date, given short sentences in the student's preferred print size and their prescribed device, the student will hold their gaze at the trained position away from the words and read each word aloud independently with at least 85% accuracy on words read correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given short sentences in the student's preferred print size and their prescribed device
- Behavior
- The student will hold their gaze at the trained position away from the words and read each word aloud independently
- Criteria
- With at least 85% accuracy on words read correctly, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 85% accuracy on words read correctly
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given short sentences in the student's preferred print size and their prescribed device, the student will hold their gaze at the trained position away from the words and read each word aloud independently with at least 85% accuracy on words read correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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.