Attend to a read-aloud for a set number of minutes
When to use this goal
For students who drift during read-alouds and cannot answer about the story. Check hearing and language comprehension first. Present levels decide the starting minutes and the book length.
- Baseline
- Time the longest continuous attending episode over five read-alouds and note the book type. Ask a quick question after each; a student who attends but cannot answer may have a comprehension need instead.
- Tips
- Define attending without requiring eye contact: oriented toward the book or reader in the student's usual way, or responding to questions. The episode ends after more than 10 seconds of unrelated activity (talking to a peer, handling unrelated objects) or leaving the area.
- Limits
- Looking is not understanding; pair with a comprehension check if that matters. Read-aloud length and interest vary by book; note the book each time.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-008.
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Goal
By the annual IEP review date, during a whole-class read-aloud of a picture book or chapter, the student will attend to the read-aloud by following along in their usual way, responding to questions when asked, and remaining in the listening area independently for at least 10 minutes, in 4 of 5 consecutive read-alouds, as measured by direct observation collected three times per week.
Baseline: 3 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives duration 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 Sustained Attention & Task Engagement.
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
- Executive Function - Sustained Attention & Task Engagement
- Baseline
- 3 minutes.
- Annual goal385 characters
- By the annual IEP review date, during a whole-class read-aloud of a picture book or chapter, the student will attend to the read-aloud by following along in their usual way, responding to questions when asked, and remaining in the listening area independently for at least 10 minutes, in 4 of 5 consecutive read-alouds, as measured by direct observation collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a whole-class read-aloud of a picture book or chapter
- Behavior
- The student will attend to the read-aloud by following along in their usual way, responding to questions when asked, and remaining in the listening area independently
- Criteria
- For at least 10 minutes, in 4 of 5 consecutive read-alouds
- Evaluation method
- Direct observation
- Schedule
- Three times per week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 10 minutes
- Mastery rule:
- in 4 of 5 consecutive read-alouds
- Collection schedule:
- three times per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a whole-class read-aloud of a picture book or chapter, the student will attend to the read-aloud by following along in their usual way, responding to questions when asked, and remaining in the listening area independently for at least 10 minutes, in 4 of 5 consecutive read-alouds, as measured by direct observation collected three times per week.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (10 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.