Keep reading an assigned chapter section
When to use this goal
For middle school students whose present levels show assigned content reading (science, social studies, ELA chapters) abandoned after a page. Use with text the student can decode, or with a read-aloud tool as an accommodation. Present levels and the text's difficulty, not grade, decide the target.
- Baseline
- Time from opening the assigned text to the first stop of more than 30 seconds (phone, unrelated tab, talking, closing the book). Record at least four readings and note the text length and whether the student had a read-aloud tool. The marked sticky notes double as a product check.
- Tips
- The sticky-note stops give the student a reason to keep moving and give the teacher evidence of reading. Students can choose where they sit and whether to use headphones. Count text-to-speech listening with eyes on the text the same as silent reading.
- Limits
- Measures persistence with the text, not comprehension. Very hard text will shorten the duration regardless of attention; pair with a reading goal if decoding is a need.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-025.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during in-class reading of an assigned textbook or novel section with sticky-note stops placed by the teacher, the student will independently continue reading the assigned section and mark each sticky-note stop with a word, symbol, or question, without leaving the text for unrelated tasks for at least 20 minutes, in 3 of 4 consecutive weekly observations, as measured by duration recording collected weekly.
Baseline: 5 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
- 5 minutes.
- Annual goal440 characters
- By the annual IEP review date, during in-class reading of an assigned textbook or novel section with sticky-note stops placed by the teacher, the student will independently continue reading the assigned section and mark each sticky-note stop with a word, symbol, or question, without leaving the text for unrelated tasks for at least 20 minutes, in 3 of 4 consecutive weekly observations, as measured by duration recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During in-class reading of an assigned textbook or novel section with sticky-note stops placed by the teacher
- Behavior
- The student will independently continue reading the assigned section and mark each sticky-note stop with a word, symbol, or question, without leaving the text for unrelated tasks
- Criteria
- For at least 20 minutes, in 3 of 4 consecutive weekly observations
- Evaluation method
- Duration recording
- Schedule
- Weekly
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 20 minutes
- Mastery rule:
- in 3 of 4 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during in-class reading of an assigned textbook or novel section with sticky-note stops placed by the teacher, the student will independently continue reading the assigned section and mark each sticky-note stop with a word, symbol, or question, without leaving the text for unrelated tasks for at least 20 minutes, in 3 of 4 consecutive weekly observations, as measured by duration recording collected weekly.
| 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 (20 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.