Open a book at independent reading time
When to use this goal
For young students who wander the library corner, swap books, or chat when independent reading begins. Books should be ones the student can read or look through with success. Present levels, not grade, decide whether pictures or print count as reading.
- Baseline
- Time from the announcement to the first page open and looked at or read for five sessions. Note book swapping, which often hides a reading-level mismatch.
- Tips
- Choosing books at the end of the previous day removes the main delay for many students. Looking at pictures counts for emergent readers. Record latency on a clipboard during the first minutes; it takes seconds per student.
- Limits
- Measures the start only; see sustained attention goals for staying with the book. Book choice delays can reflect reading level; check that first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-036.
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Goal
By the annual IEP review date, when independent reading time is announced and book boxes are out, the student will choose a book from the book box, open it, and begin looking at or reading the first page independently within 60 seconds, on 4 of 5 consecutive reading times, as measured by latency recording collected twice weekly.
Baseline: 240 seconds.
- 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
- 240 seconds.
- Annual goal330 characters
- By the annual IEP review date, when independent reading time is announced and book boxes are out, the student will choose a book from the book box, open it, and begin looking at or reading the first page independently within 60 seconds, on 4 of 5 consecutive reading times, as measured by latency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When independent reading time is announced and book boxes are out
- Behavior
- The student will choose a book from the book box, open it, and begin looking at or reading the first page independently
- Criteria
- Within 60 seconds, on 4 of 5 consecutive reading times
- 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 seconds
- Mastery rule:
- on 4 of 5 consecutive reading times
- Collection schedule:
- twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when independent reading time is announced and book boxes are out, the student will choose a book from the book box, open it, and begin looking at or reading the first page independently within 60 seconds, on 4 of 5 consecutive reading times, as measured by latency recording collected twice weekly.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | 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 seconds. 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.