Show where to start reading on a page
When to use this goal
For preschool students who point to a picture or the middle of the text when asked where to start reading. Present levels in pointing to named pictures show readiness.
- Baseline
- Use pages where print is in different places (top, bottom, beside the picture). Score a point correct if it lands on the first word or the start of the first line. Record whether misses go to the picture or to the wrong end of the line.
- Tips
- Ask the same question the same way every time. Fade the green dot by making it smaller and then removing it. Students who use AAC or eye-gaze boards can answer by choosing between two marked spots.
- Limits
- Eight items per probe is small. The goal does not include tracking across the line; see rd-pc-005.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-003.
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Goal
By the annual IEP review date, during shared reading of an unfamiliar picture book, when the adult asks show me where I start reading on 8 pages, the student will point to the first word in the top left of the print on each page independently with at least 88% accuracy on start-of-print questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 25% 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 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
- 25% accuracy.
- Annual goal400 characters
- By the annual IEP review date, during shared reading of an unfamiliar picture book, when the adult asks show me where I start reading on 8 pages, the student will point to the first word in the top left of the print on each page independently with at least 88% accuracy on start-of-print questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During shared reading of an unfamiliar picture book, when the adult asks show me where I start reading on 8 pages
- Behavior
- The student will point to the first word in the top left of the print on each page independently
- Criteria
- With at least 88% accuracy on start-of-print questions, 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 88% accuracy on start-of-print questions
- 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, during shared reading of an unfamiliar picture book, when the adult asks show me where I start reading on 8 pages, the student will point to the first word in the top left of the print on each page independently with at least 88% accuracy on start-of-print questions, 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.