Read a chosen book for a set time
When to use this goal
For students whose present levels show independent reading time spent flipping pages, choosing new books, or leaving the reading spot after a minute or two. The book must be at the student's independent reading level; if it is too hard, the drop-off is a reading issue, not attention. Present levels decide the starting minutes.
- Baseline
- Start timing when the student opens the book at the reading spot and stop at the first switch of book, departure from the spot, or 30 seconds of not reading. Record the longest continuous episode over at least five blocks. A quick check-in question about the page confirms the student was reading.
- Tips
- Comfortable seating, a choice of spot, and short stop-and-jot points help without changing the measure. Reading in any language the student reads counts. Ask one question about what was read at the end so the time reflects reading, not page turning.
- Limits
- Does not measure comprehension or reading level growth. Book choice drives this goal heavily; a run of poor choices can look like a drop in attention.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-024.
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Goal
By the annual IEP review date, during the class independent reading block with a self-selected book at the independent level, the student will independently read the chosen book continuously, turning pages at a reading pace, without switching books or leaving the reading spot for at least 15 minutes, on 4 of 5 observed reading blocks, as measured by duration recording collected twice 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. Duration recording 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 goal396 characters
- By the annual IEP review date, during the class independent reading block with a self-selected book at the independent level, the student will independently read the chosen book continuously, turning pages at a reading pace, without switching books or leaving the reading spot for at least 15 minutes, on 4 of 5 observed reading blocks, as measured by duration recording collected twice per week.
- Timeframe
- By the annual IEP review date
- Condition
- During the class independent reading block with a self-selected book at the independent level
- Behavior
- The student will independently read the chosen book continuously, turning pages at a reading pace, without switching books or leaving the reading spot
- Criteria
- For at least 15 minutes, on 4 of 5 observed reading blocks
- Evaluation method
- Duration recording
- Schedule
- Twice 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 15 minutes
- Mastery rule:
- on 4 of 5 observed reading blocks
- Collection schedule:
- twice per week
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during the class independent reading block with a self-selected book at the independent level, the student will independently read the chosen book continuously, turning pages at a reading pace, without switching books or leaving the reading spot for at least 15 minutes, on 4 of 5 observed reading blocks, as measured by duration recording collected twice 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 (15 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.