Read letter and number codes on everyday items
When to use this goal
For high school students who need to read short letter and number codes in daily life (a room number like B12, a bus route, a locker code, an order number, a license plate) and who mix up or skip letters. Present levels decide the code length.
- Baseline
- Score a code correct only when every character is right and in order. Note common errors: letter and number look-alikes (O and 0, I and 1, S and 5) and order swaps.
- Tips
- Use the codes the student meets: their locker, bus, job site. Typing codes into a phone or keypad is a natural next step.
- Limits
- Font and sign style vary. Reading codes in photos is easier than in a busy place.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-let-040.
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Goal
By the annual IEP review date, given 10 photos of real codes from school, work, or the community, each with 3 to 6 letters and numbers, the student will read each code aloud or type it into a phone or keypad independently with at least 90% accuracy on codes read with every letter and number in order, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 45% 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 Letter Names & Sounds.
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 - Letter Names & Sounds
- Baseline
- 45% accuracy.
- Annual goal397 characters
- By the annual IEP review date, given 10 photos of real codes from school, work, or the community, each with 3 to 6 letters and numbers, the student will read each code aloud or type it into a phone or keypad independently with at least 90% accuracy on codes read with every letter and number in order, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 photos of real codes from school, work, or the community, each with 3 to 6 letters and numbers
- Behavior
- The student will read each code aloud or type it into a phone or keypad independently
- Criteria
- With at least 90% accuracy on codes read with every letter and number in order, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on codes read with every letter and number in order
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 photos of real codes from school, work, or the community, each with 3 to 6 letters and numbers, the student will read each code aloud or type it into a phone or keypad independently with at least 90% accuracy on codes read with every letter and number in order, across 3 consecutive sessions, 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.