Show where the print is on everyday items
When to use this goal
For preschool students who notice pictures and colors on everyday items but not the words. Present levels in pointing to named pictures decide fit. Reading logos is covered in functional academics and sight words; this is finding print at all.
- Baseline
- Use items with large pictures and smaller print so finding the print takes noticing. Record misses that go to logos made only of pictures.
- Tips
- Bring in items from home and the community, described by type rather than brand. Families can play find the words at the store. Students can respond with eye gaze or a pointer.
- Limits
- Finding print is the first step and does not involve reading it. Busy packages make some items harder.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-020.
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Goal
By the annual IEP review date, given 8 everyday items with print (such as a food box, a T-shirt with words, a sign, a mail envelope) and the question show me the words, the student will point to the print on each item and tell or show that it says something independently with at least 88% accuracy on everyday print items, 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 goal425 characters
- By the annual IEP review date, given 8 everyday items with print (such as a food box, a T-shirt with words, a sign, a mail envelope) and the question show me the words, the student will point to the print on each item and tell or show that it says something independently with at least 88% accuracy on everyday print 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
- Given 8 everyday items with print (such as a food box, a T-shirt with words, a sign, a mail envelope) and the question show me the words
- Behavior
- The student will point to the print on each item and tell or show that it says something independently
- Criteria
- With at least 88% accuracy on everyday print 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 88% accuracy on everyday print 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, given 8 everyday items with print (such as a food box, a T-shirt with words, a sign, a mail envelope) and the question show me the words, the student will point to the print on each item and tell or show that it says something independently with at least 88% accuracy on everyday print 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.