Keep place on a line of print without losing it
When to use this goal
For students who skip lines, reread the same line, or lose their place when moving from the end of one line to the start of the next, even when they can decode the words. Base the choice on counting line losses during oral reading at baseline; vision should be screened first.
- Baseline
- Listen to the student read three passages aloud and count each line transition as correct or lost (skipped, repeated, or restarted in the middle). Compare with and without a line guide. Rule out vision problems with the school nurse; tracking goals should not substitute for an eye exam.
- Tips
- Oral reading already happens in most classrooms, so the data cost is low. The reading teacher scores decoding and fluency on the same passage; this goal scores only line transitions. A line guide is a reasonable permanent accommodation if it works.
- Limits
- Line losses are hard to see in silent reading; measure during oral reading only. Does not address decoding or comprehension. Students with eye-movement conditions may need medical follow-up rather than an educational goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-006.
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Goal
By the annual IEP review date, given a passage at the student's independent reading level with 10 or more lines, the student will independently read each line and move to the start of the next line without skipping or repeating a line with at least 95% accuracy on line transitions completed without losing the place, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during oral reading.
Baseline: 60% 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 Visual-Motor & Visual-Perceptual 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) - Visual-Motor & Visual-Perceptual Skills
- Baseline
- 60% accuracy.
- Annual goal438 characters
- By the annual IEP review date, given a passage at the student's independent reading level with 10 or more lines, the student will independently read each line and move to the start of the next line without skipping or repeating a line with at least 95% accuracy on line transitions completed without losing the place, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during oral reading.
- Timeframe
- By the annual IEP review date
- Condition
- Given a passage at the student's independent reading level with 10 or more lines
- Behavior
- The student will independently read each line and move to the start of the next line without skipping or repeating a line
- Criteria
- With at least 95% accuracy on line transitions completed without losing the place, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during oral reading
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 95% accuracy on line transitions completed without losing the place
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly during oral reading
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a passage at the student's independent reading level with 10 or more lines, the student will independently read each line and move to the start of the next line without skipping or repeating a line with at least 95% accuracy on line transitions completed without losing the place, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during oral reading.
| 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.