Find information in a table, schedule, or chart
When to use this goal
For students who cannot find their own line on a class schedule, a value in a data table, or a word in a glossary, because they do not scan rows and columns systematically. Base the choice on a timed find task on real school documents during baseline.
- Baseline
- Ask 10 find questions across two real documents and count correct answers within 15 seconds. Watch the strategy: students who search randomly need the row-then-column rule; students who read every cell need to use headers. Make sure the student can read the headers.
- Tips
- Use the student's real schedule, the lunch menu, and science or math tables. This supports independence at transitions and in content classes, and links to data and graph skills in math. A quick two-question check several times a week is enough.
- Limits
- Reading level limits table use; use tables with words the student reads. Fifteen seconds is approximate without a stopwatch. Does not measure interpreting the data, only locating it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-020.
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Goal
By the annual IEP review date, given the student's class schedule and a direction to find the room for a named period, the student will point to the correct cell within 15 seconds independently in at least 9 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly on a 10-item find task.
Baseline: 4 of 10 opportunities.
- 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. Opportunities 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 opportunities 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
- 4 of 10 opportunities.
- Annual goal352 characters
- By the annual IEP review date, given the student's class schedule and a direction to find the room for a named period, the student will point to the correct cell within 15 seconds independently in at least 9 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly on a 10-item find task.
- Timeframe
- By the annual IEP review date
- Condition
- Given the student's class schedule and a direction to find the room for a named period
- Behavior
- The student will point to the correct cell within 15 seconds independently
- Criteria
- In at least 9 of 10 opportunities, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly on a 10-item find task
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 9 of 10 opportunities
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly on a 10-item find task
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given the student's class schedule and a direction to find the room for a named period, the student will point to the correct cell within 15 seconds independently in at least 9 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly on a 10-item find task.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.