Use a long-word strategy while reading a textbook
When to use this goal
For middle school students who have learned syllable and affix strategies in intervention but skip long words or ask for help in content classes. Present levels should show the strategies work in intervention.
- Baseline
- Pick text with at least five long unfamiliar words. Ask the student to whisper-read so the observer can hear the strategy. Note asking for help, skipping, and strategy use.
- Tips
- Coordinate with content teachers. Text-to-speech stays available as an accommodation; this goal is about building the skill.
- Limits
- Observing strategy use in a full class is hard; brief check-ins help.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-068.
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Goal
By the annual IEP review date, during independent or partner reading of a science or social studies textbook section, when the student meets an unfamiliar long word, the student will apply a taught long-word strategy (peel off affixes, divide syllables, flex the vowel) and read the word independently in at least 4 of 5 opportunities, on 3 of 4 observed class periods, as measured by direct observation 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. Direct observation 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 Phonics & Decoding.
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 - Phonics & Decoding
- Baseline
- 1 of 5 opportunities.
- Annual goal421 characters
- By the annual IEP review date, during independent or partner reading of a science or social studies textbook section, when the student meets an unfamiliar long word, the student will apply a taught long-word strategy (peel off affixes, divide syllables, flex the vowel) and read the word independently in at least 4 of 5 opportunities, on 3 of 4 observed class periods, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent or partner reading of a science or social studies textbook section, when the student meets an unfamiliar long word
- Behavior
- The student will apply a taught long-word strategy (peel off affixes, divide syllables, flex the vowel) and read the word independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 observed class periods
- Evaluation method
- Direct observation
- 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:
- on 3 of 4 observed class periods
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during independent or partner reading of a science or social studies textbook section, when the student meets an unfamiliar long word, the student will apply a taught long-word strategy (peel off affixes, divide syllables, flex the vowel) and read the word independently in at least 4 of 5 opportunities, on 3 of 4 observed class periods, as measured by direct observation 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.