Point to the words, not the picture
When to use this goal
For preschool students who think the adult reads the pictures, so they point to the picture when asked what tells the story. Present levels in naming pictures in books decide fit.
- Baseline
- Use pages with a large picture and a short line of print. Score only pointing to the print as correct. A student who points to the picture every time is showing the concept is missing, not a motor problem; check that pointing is reliable first.
- Tips
- Run a finger under the words while reading aloud every time; this is the teaching. Labels on classroom items show the same idea. Accept any pointing method, including eye gaze or a head pointer.
- Limits
- A student can learn to point at print without linking it to meaning; pair with rd-pc-017 on dictated words. Short probes vary with interest.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-004.
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Goal
By the annual IEP review date, during shared reading, when the adult asks show me what I read on 8 pages of an unfamiliar book, the student will point to the print when asked what the adult reads independently with 100% accuracy on print versus picture questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 38% 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
- 38% accuracy.
- Annual goal365 characters
- By the annual IEP review date, during shared reading, when the adult asks show me what I read on 8 pages of an unfamiliar book, the student will point to the print when asked what the adult reads independently with 100% accuracy on print versus picture 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, when the adult asks show me what I read on 8 pages of an unfamiliar book
- Behavior
- The student will point to the print when asked what the adult reads independently
- Criteria
- With 100% accuracy on print versus picture 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 100% accuracy on print versus picture 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, when the adult asks show me what I read on 8 pages of an unfamiliar book, the student will point to the print when asked what the adult reads independently with 100% accuracy on print versus picture 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.