Find words on classroom labels and charts
When to use this goal
For preschool students who walk past labeled bins, the job chart and the schedule without using the words on them. Present levels in matching pictures to objects decide fit; reading the words is not required at the start.
- Baseline
- Use 8 labels with pictures at baseline and record whether the student finds the area and points to the word, not the picture. Then fade pictures one at a time.
- Tips
- Classroom labels make print useful every day. Labels in the student's home language beside English help multilingual families. This is the classroom version; community logos are in functional academics.
- Limits
- Students may find areas by location rather than reading the label; move a label now and then to check. Not a sight word goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-009.
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Goal
By the annual IEP review date, during clean-up or center time, when the adult asks the student to find a labeled bin, area or chart by its label, the student will go to the label the adult names and point to its printed word independently with at least 88% accuracy on classroom label requests, 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 goal396 characters
- By the annual IEP review date, during clean-up or center time, when the adult asks the student to find a labeled bin, area or chart by its label, the student will go to the label the adult names and point to its printed word independently with at least 88% accuracy on classroom label requests, 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 clean-up or center time, when the adult asks the student to find a labeled bin, area or chart by its label
- Behavior
- The student will go to the label the adult names and point to its printed word independently
- Criteria
- With at least 88% accuracy on classroom label requests, 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 classroom label requests
- 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 clean-up or center time, when the adult asks the student to find a labeled bin, area or chart by its label, the student will go to the label the adult names and point to its printed word independently with at least 88% accuracy on classroom label requests, 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.