Handle a book from front to back
When to use this goal
For preschool students who open books from the back, flip several pages at once, or drop the book when done. Present levels in holding a book upright (the preschool-readiness template) decide whether to start here; age does not.
- Baseline
- Hand the book closed and upside down on purpose, so the first step is real. Use a book the student has not seen and mark each step independent or prompted. Several pages at once is the most common error; record it.
- Tips
- Board books are easier to turn one page at a time; move to paper pages as the goal nears. Page fluffers (foam squares glued to page corners) help students with fine motor needs. Families can practice at bedtime with any book.
- Limits
- Scores the routine, not attention to the pictures or words. Very familiar books may be handled from memory, so rotate titles.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-001.
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Goal
By the annual IEP review date, during independent book time, given an unfamiliar picture book handed to the student closed and upside down, the student will look through the book from the front cover to the back cover following the book handling steps, performing at least 6 of 7 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Print Concepts & Early Literacy.
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 - Print Concepts & Early Literacy
- Baseline
- 2 of 7 steps independently.
- Annual goal395 characters
- By the annual IEP review date, during independent book time, given an unfamiliar picture book handed to the student closed and upside down, the student will look through the book from the front cover to the back cover following the book handling steps, performing at least 6 of 7 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent book time, given an unfamiliar picture book handed to the student closed and upside down
- Behavior
- The student will look through the book from the front cover to the back cover following the book handling steps
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive weekly probes
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during independent book time, given an unfamiliar picture book handed to the student closed and upside down, the student will look through the book from the front cover to the back cover following the book handling steps, performing at least 6 of 7 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Turn the book so the front cover faces up and right side up | ||||||||
| 2. Open the book from the front cover | ||||||||
| 3. Turn one page at a time from right to left | ||||||||
| 4. Look at each page before turning | ||||||||
| 5. Keep going until the last page | ||||||||
| 6. Close the book with the back cover showing | ||||||||
| 7. Hand the book to the adult or put it in the bin | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.