Turn pages one at a time during reading
When to use this goal
For students who turn several pages at once, tear pages, or cannot separate a page from the stack, so they lose their place in shared reading and worksheets. Base the choice on observation during book time; thin paper is harder than board books.
- Baseline
- Watch the student turn 10 pages in a paperback and 10 in a board book and count single-page turns. Note the strategy used (licking a finger, pushing from the middle, pinching the corner); teaching the corner pinch usually fixes the problem faster than practice alone.
- Tips
- Collect during regular reading time rather than in a pull-out probe. Page turning also supports keeping place in packets and tests; name that in present levels if it is the real concern.
- Limits
- Only measures the motor act of turning; a student who turns one page at a time but at random is showing a different issue. Students with significant physical needs may use a page turner or digital books as an accommodation rather than pursuing this skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-023.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a paperback picture book during independent reading time, the student will turn each page one at a time from the top or outer corner independently with at least 90% accuracy on page turns completed one page at a time, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly during reading time.
Baseline: 40% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives percent accuracy 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 Fine Motor 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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Fine Motor Skills
- Baseline
- 40% accuracy.
- Annual goal381 characters
- By the annual IEP review date, given a paperback picture book during independent reading time, the student will turn each page one at a time from the top or outer corner independently with at least 90% accuracy on page turns completed one page at a time, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly during reading time.
- Timeframe
- By the annual IEP review date
- Condition
- Given a paperback picture book during independent reading time
- Behavior
- The student will turn each page one at a time from the top or outer corner independently
- Criteria
- With at least 90% accuracy on page turns completed one page at a time, across 3 consecutive weekly observations
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during reading time
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on page turns completed one page at a time
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly during reading time
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a paperback picture book during independent reading time, the student will turn each page one at a time from the top or outer corner independently with at least 90% accuracy on page turns completed one page at a time, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly during reading time.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.