Run a close reading routine on a passage
When to use this goal
For upper elementary students who read a passage once and go straight to the questions, then answer from memory. The passage should be at the instructional level or read aloud. Present levels, not grade, decide the passage length.
- Baseline
- Give one passage with questions and no reminders, then score which steps show on the page. The page itself is the record. Note whether answers are correct when the steps are skipped; if they are, this goal may not be the priority.
- Tips
- All steps leave marks on the page, so scoring is a quick look at the work. Score answer accuracy separately if needed. Shorten the routine for timed tests where it does not fit; teach the student which steps to keep.
- Limits
- The routine takes time and may not suit every timed setting. Marks show the steps were done, not that they were done thoughtfully.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-025.
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Goal
By the annual IEP review date, given a one-page instructional-level passage with three to five questions, the student will complete the close reading routine before answering the questions, performing at least 5 of 6 steps independently, on 3 consecutive weekly passages, as measured by a task-analysis checklist collected weekly.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Study & Test-Taking Skills.
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 - Study & Test-Taking Skills
- Baseline
- 1 of 6 steps independently.
- Annual goal330 characters
- By the annual IEP review date, given a one-page instructional-level passage with three to five questions, the student will complete the close reading routine before answering the questions, performing at least 5 of 6 steps independently, on 3 consecutive weekly passages, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a one-page instructional-level passage with three to five questions
- Behavior
- The student will complete the close reading routine before answering the questions
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive weekly passages
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive weekly passages
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a one-page instructional-level passage with three to five questions, the student will complete the close reading routine before answering the questions, performing at least 5 of 6 steps independently, on 3 consecutive weekly passages, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Numbers each paragraph | ||||||||
| 2. Reads the questions before reading the passage | ||||||||
| 3. Reads the passage and circles words they cannot define | ||||||||
| 4. Underlines a sentence that answers each question | ||||||||
| 5. Writes the question number next to the underlined sentence | ||||||||
| 6. Answers each question using the underlined part | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.