In the book or in my head questions
When to use this goal
For early readers who answer every question from memory or guess, even when the answer is printed on the page. Sorting questions into in the book and in my head is the first step of question-answer relationships. Listening or reading level, not grade, decides the text.
- Baseline
- Score an item correct only when both the label and the answer are right, and record each part too, since many students answer well before they can label. Use two or three short passages.
- Tips
- Once the two categories are reliable, split them into the four standard types (right there, think and search, author and me, on my own). Keep passages short so memory is not the barrier.
- Limits
- Some questions can be answered either way, so write probe questions carefully and agree on the key in advance. Measures a strategy, not overall comprehension.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-103.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after reading or hearing an unpracticed short passage, given 6 questions, half answered in the book and half in my head, the student will say whether each question is answered in the book or in my head, answer it, and point to the words for each in the book question independently with at least 80% accuracy on questions labeled and answered, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 35% 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 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
- 35% accuracy.
- Annual goal475 characters
- By the annual IEP review date, after reading or hearing an unpracticed short passage, given 6 questions, half answered in the book and half in my head, the student will say whether each question is answered in the book or in my head, answer it, and point to the words for each in the book question independently with at least 80% accuracy on questions labeled and answered, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After reading or hearing an unpracticed short passage, given 6 questions, half answered in the book and half in my head
- Behavior
- The student will say whether each question is answered in the book or in my head, answer it, and point to the words for each in the book question independently
- Criteria
- With at least 80% accuracy on questions labeled and answered, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 80% accuracy on questions labeled and answered
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after reading or hearing an unpracticed short passage, given 6 questions, half answered in the book and half in my head, the student will say whether each question is answered in the book or in my head, answer it, and point to the words for each in the book question independently with at least 80% accuracy on questions labeled and answered, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| 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.