Read signs and labels in the community or at a job site
When to use this goal
For transition-age students who read safety and community words on photographs but have not been checked in real settings, or who need words specific to a job site or a store. Base the choice on the transition plan; this is the generalization step for functional word reading.
- Baseline
- Build the word list from the student's actual sites: the bus, the grocery store, the job site (break room, restroom, employees only, wet floor, caution). Plan a route that passes at least 10 target words, and record each as read independently, prompted, or not read. Photograph the real signs for classroom practice between outings.
- Tips
- The real-setting condition is the point of this goal; classroom cards are preparation. Coordinate with the job coach or community instructor on data collection. Add new words as job tasks change.
- Limits
- Opportunities depend on the route and the day; plan them. Some signs are read from their shape and color rather than their words, which is still functional but should be noted. Weather, noise, and distraction affect performance in community settings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-017.
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Goal
By the annual IEP review date, during a community-based instruction outing, when a target sign or label from the student's list is encountered, the student will read the sign or label aloud and say or show what to do independently in at least 8 of 10 opportunities, across 3 consecutive outings or work sessions, as measured by direct observation collected weekly during community or work-based instruction.
Baseline: 3 of 10 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
- 3 of 10 opportunities.
- Annual goal407 characters
- By the annual IEP review date, during a community-based instruction outing, when a target sign or label from the student's list is encountered, the student will read the sign or label aloud and say or show what to do independently in at least 8 of 10 opportunities, across 3 consecutive outings or work sessions, as measured by direct observation collected weekly during community or work-based instruction.
- Timeframe
- By the annual IEP review date
- Condition
- During a community-based instruction outing, when a target sign or label from the student's list is encountered
- Behavior
- The student will read the sign or label aloud and say or show what to do independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive outings or work sessions
- Evaluation method
- Direct observation
- Schedule
- Weekly during community or work-based instruction
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive outings or work sessions
- Collection schedule:
- weekly during community or work-based instruction
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a community-based instruction outing, when a target sign or label from the student's list is encountered, the student will read the sign or label aloud and say or show what to do independently in at least 8 of 10 opportunities, across 3 consecutive outings or work sessions, as measured by direct observation collected weekly during community or work-based instruction.
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 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.