Use headings, the index, and the glossary to find information
When to use this goal
For students who start at page one and read everything, or give up, when asked to find a specific fact in a textbook. Base the choice on observing how the student handles look-up tasks; this is a tool skill that supports content-area classes at any grade where it is missing.
- Baseline
- Write questions whose answers can only be found quickly by using a feature, and spread them across the features. Time the task informally; a correct answer found by reading three pages is not the skill. Note which features the student never tries.
- Tips
- Teach one feature at a time with real textbooks from the student's classes. The digital condition adds search and navigation menus, which are the equivalent features online. Pairs with the alphabetizing goal for index and glossary use.
- Limits
- Textbooks vary in how well their features work; check that the answers are actually findable. The skill is a means to comprehension, not comprehension itself. Does not measure understanding of what is found.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-019.
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Goal
By the annual IEP review date, given a content-area textbook and 10 questions that each require using the table of contents, index, glossary, or headings to find the answer, the student will find and state the answer to each question, naming the feature used independently with at least 85% accuracy on look-up questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 30% 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. Work-sample analysis 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 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
- 30% accuracy.
- Annual goal414 characters
- By the annual IEP review date, given a content-area textbook and 10 questions that each require using the table of contents, index, glossary, or headings to find the answer, the student will find and state the answer to each question, naming the feature used independently with at least 85% accuracy on look-up questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a content-area textbook and 10 questions that each require using the table of contents, index, glossary, or headings to find the answer
- Behavior
- The student will find and state the answer to each question, naming the feature used independently
- Criteria
- With at least 85% accuracy on look-up questions, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 85% accuracy on look-up questions
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a content-area textbook and 10 questions that each require using the table of contents, index, glossary, or headings to find the answer, the student will find and state the answer to each question, naming the feature used independently with at least 85% accuracy on look-up questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.