Read the words on the daily schedule
When to use this goal
For students who use a printed or picture schedule and who rely on the pictures or an adult to read it. Moving from picture to word is a step toward independence. Base the choice on the student's current schedule use.
- Baseline
- List the activity names on the student's schedule and test them on cards without pictures first. Then observe real transitions for a week and record whether the student reads the word, names the activity from the picture, or waits for an adult. Count only responses where the word was read (no picture visible).
- Tips
- Fade pictures gradually (shrink them, then cover them) as the words become known. Natural data collection during transitions needs no extra time. The same words appear in board directions, which is the transfer step.
- Limits
- Schedule words are a small, fixed set and may be read from their position on the schedule rather than their letters; the card condition checks this. Does not generalize to other words. Changes to the schedule add new words that need teaching.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-016.
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Goal
By the annual IEP review date, during each transition, when the student checks the printed daily schedule, the student will read the next activity aloud from the schedule independently in at least 7 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during transitions.
Baseline: 2 of 8 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Sight Word Recognition.
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 - Sight Word Recognition
- Baseline
- 2 of 8 opportunities.
- Annual goal313 characters
- By the annual IEP review date, during each transition, when the student checks the printed daily schedule, the student will read the next activity aloud from the schedule independently in at least 7 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during transitions.
- Timeframe
- By the annual IEP review date
- Condition
- During each transition, when the student checks the printed daily schedule
- Behavior
- The student will read the next activity aloud from the schedule independently
- Criteria
- In at least 7 of 8 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Daily during transitions
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 7 of 8 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily during transitions
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during each transition, when the student checks the printed daily schedule, the student will read the next activity aloud from the schedule independently in at least 7 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during transitions.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.