Read the first section when reading time starts
When to use this goal
For students who flip pages, ask to leave, or wait when silent reading of an assigned text begins. The text should be at an accessible level or provided in audio; if decoding is the barrier, start there. Present levels decide the target latency.
- Baseline
- Time from the start direction to the first visible reading action (finger or cursor tracking, a highlight, a note, or a guide answer) across five reading assignments. Turning pages without stopping does not count. Note text length and format.
- Tips
- Agree on what counts as a reading action before collecting data, since silent reading is hard to see. A reading guide question on the first paragraph gives a clear, scorable first response. Audio is an access support and can stay; fade only the adult cues.
- Limits
- Silent reading start is partly hidden; the visible action is a stand-in. Does not measure comprehension or how long the student keeps reading (see sustained attention goals).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-028.
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Goal
By the annual IEP review date, when the teacher assigns a chapter or article section to read silently and says to begin, the student will open the text to the assigned page and begin reading (tracking, highlighting, or answering the first guide question) independently within 60 minutes, on 4 of 5 consecutive reading assignments, as measured by latency recording collected twice weekly.
Baseline: 360 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. Latency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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 Task Initiation.
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 - Task Initiation
- Baseline
- 360 minutes.
- Annual goal387 characters
- By the annual IEP review date, when the teacher assigns a chapter or article section to read silently and says to begin, the student will open the text to the assigned page and begin reading (tracking, highlighting, or answering the first guide question) independently within 60 minutes, on 4 of 5 consecutive reading assignments, as measured by latency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher assigns a chapter or article section to read silently and says to begin
- Behavior
- The student will open the text to the assigned page and begin reading (tracking, highlighting, or answering the first guide question) independently
- Criteria
- Within 60 minutes, on 4 of 5 consecutive reading assignments
- Evaluation method
- Latency recording
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 60 minutes
- Mastery rule:
- on 4 of 5 consecutive reading assignments
- Collection schedule:
- twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the teacher assigns a chapter or article section to read silently and says to begin, the student will open the text to the assigned page and begin reading (tracking, highlighting, or answering the first guide question) independently within 60 minutes, on 4 of 5 consecutive reading assignments, as measured by latency recording collected twice weekly.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (minutes) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in minutes. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.