Find the title on a book cover
When to use this goal
For preschool students who point to the picture or the publisher's logo when asked where the name of the book is. Present levels in pointing to print versus pictures (rd-pc-004) show readiness.
- Baseline
- Choose covers where the title is the largest print and others where it is not the top line. Record whether the student uses size or position to choose.
- Tips
- Say the word title every time a book is introduced. Run a finger under the title while reading it. Students can carry the habit to library visits with families.
- Limits
- Many covers have the title in different places, which is the point, but also makes some probes harder. The goal does not include reading the title.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-011.
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Goal
By the annual IEP review date, before shared reading, given 8 unfamiliar picture books one at a time and the question where is the name of this book, the student will point to the title on the front cover independently with at least 88% accuracy on book covers, 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 goal363 characters
- By the annual IEP review date, before shared reading, given 8 unfamiliar picture books one at a time and the question where is the name of this book, the student will point to the title on the front cover independently with at least 88% accuracy on book covers, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Before shared reading, given 8 unfamiliar picture books one at a time and the question where is the name of this book
- Behavior
- The student will point to the title on the front cover independently
- Criteria
- With at least 88% accuracy on book covers, 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 book covers
- 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, before shared reading, given 8 unfamiliar picture books one at a time and the question where is the name of this book, the student will point to the title on the front cover independently with at least 88% accuracy on book covers, 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.