Choose, look through and return a book
When to use this goal
For preschool students who grab books from the shelf and leave them on the floor, or need an adult to start and end book time. Present levels in choosing between two items and in clean-up routines decide fit.
- Baseline
- Observe two or three library center visits. Mark each step. Choosing may be the hardest step for some students; offer two books if needed and note it.
- Tips
- Front-facing bins make choosing easier for young students. Choice builds interest in books. The same steps work at the public library with families.
- Limits
- The checklist scores handling and routine, not time spent looking at books. Busy centers can interrupt the routine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-025.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during center time at the classroom library with books in front-facing bins, the student will complete the book center routine from choosing a book to putting it back, performing at least 5 of 6 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal341 characters
- By the annual IEP review date, during center time at the classroom library with books in front-facing bins, the student will complete the book center routine from choosing a book to putting it back, performing at least 5 of 6 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During center time at the classroom library with books in front-facing bins
- Behavior
- The student will complete the book center routine from choosing a book to putting it back
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive weekly probes
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during center time at the classroom library with books in front-facing bins, the student will complete the book center routine from choosing a book to putting it back, performing at least 5 of 6 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Choose one book from a bin | ||||||||
| 2. Carry it to a seat with two hands | ||||||||
| 3. Open it from the front cover | ||||||||
| 4. Look at each page, turning one at a time | ||||||||
| 5. Close the book at the end | ||||||||
| 6. Put the book back in a bin, front facing out | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.