Find the place in the text when asked during shared reading
When to use this goal
For students who lose the place during shared or choral reading and cannot find it when called on. Requires the student to read at or near the text level; otherwise, the gap is reading, not attention.
- Baseline
- During shared reading, do five quick place checks per session (whole-class checks so the student is not singled out) and record whether the student pointed to the right line within 5 seconds. Confirm the student can decode the text.
- Tips
- Each check is one opportunity. Met means pointing to the right line (or within one line) within 5 seconds. Do checks at unpredictable points. Tracking tools are supports; note which was in use.
- Limits
- Finding the place does not mean the student was comprehending; pair with a question now and then. Audio read-alongs move at a fixed pace that may not fit the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-014.
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Goal
By the annual IEP review date, during shared reading when the teacher stops and asks the class to point to the current line, the student will point to the correct line or word within 5 seconds of the check independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected during shared reading twice weekly, 5 checks per session.
Baseline: 3 of 10 opportunities.
- 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. Opportunities 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 opportunities 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 of 10 opportunities.
- Annual goal397 characters
- By the annual IEP review date, during shared reading when the teacher stops and asks the class to point to the current line, the student will point to the correct line or word within 5 seconds of the check independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected during shared reading twice weekly, 5 checks per session.
- Timeframe
- By the annual IEP review date
- Condition
- During shared reading when the teacher stops and asks the class to point to the current line
- Behavior
- The student will point to the correct line or word within 5 seconds of the check independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During shared reading twice weekly, 5 checks per session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- during shared reading twice weekly, 5 checks per session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during shared reading when the teacher stops and asks the class to point to the current line, the student will point to the correct line or word within 5 seconds of the check independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected during shared reading twice weekly, 5 checks per session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.