Make a prediction and check it after reading
When to use this goal
For students who read passively and do not use what they have read so far to anticipate what comes next, as shown by observation and comprehension data. Prediction is an active-reading strategy; base the choice on how the student engages with text.
- Baseline
- A prediction counts when it is possible given the story so far, not when it turns out to be right; write that on the data sheet. Score the check step separately (did the student say whether it happened). Over three stories, note whether predictions are guesses unrelated to the text.
- Tips
- Model with think-alouds that point to the clue in the text. Stopping points placed before turning points give the richest predictions. The listening condition separates the strategy from decoding.
- Limits
- Judging whether a prediction is reasonable is subjective; agree on a rule. Predictions in familiar stories reflect memory. Does not measure whether the strategy raises comprehension; pair with a question goal if that matters.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-011.
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Goal
By the annual IEP review date, while reading an unpracticed instructional-level story with 5 marked stopping points, the student will state a prediction based on what has happened so far and, after reading on, say whether it was confirmed independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 5 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 Reading Comprehension.
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
- Reading - Reading Comprehension
- Baseline
- 1 of 5 opportunities.
- Annual goal382 characters
- By the annual IEP review date, while reading an unpracticed instructional-level story with 5 marked stopping points, the student will state a prediction based on what has happened so far and, after reading on, say whether it was confirmed independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- While reading an unpracticed instructional-level story with 5 marked stopping points
- Behavior
- The student will state a prediction based on what has happened so far and, after reading on, say whether it was confirmed independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, while reading an unpracticed instructional-level story with 5 marked stopping points, the student will state a prediction based on what has happened so far and, after reading on, say whether it was confirmed independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.