Point to the first and last word
When to use this goal
For kindergarten students who can track a line but cannot find where it begins and ends as units, often pointing to the first letter for the first word. Present levels in left-to-right tracking show readiness.
- Baseline
- Score first and last separately (10 items). Pages with two lines test whether the last word is found on the last line, not the end of the first line.
- Tips
- Fits into any shared reading. The same question with letters (first letter of a word) belongs to letter knowledge. Accept any pointing method.
- Limits
- Ten items per probe is small. The goal does not show one-to-one matching across the line.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-019.
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Goal
By the annual IEP review date, during a concepts-of-print check with an unfamiliar book, when the adult asks show me the first word and the last word on 5 pages, the student will frame the first word and the last word of the sentence or page independently with at least 90% accuracy on first and last word items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal414 characters
- By the annual IEP review date, during a concepts-of-print check with an unfamiliar book, when the adult asks show me the first word and the last word on 5 pages, the student will frame the first word and the last word of the sentence or page independently with at least 90% accuracy on first and last word items, 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 a concepts-of-print check with an unfamiliar book, when the adult asks show me the first word and the last word on 5 pages
- Behavior
- The student will frame the first word and the last word of the sentence or page independently
- Criteria
- With at least 90% accuracy on first and last word items, 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 90% accuracy on first and last word items
- 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 a concepts-of-print check with an unfamiliar book, when the adult asks show me the first word and the last word on 5 pages, the student will frame the first word and the last word of the sentence or page independently with at least 90% accuracy on first and last word items, 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.