Read taught words in different fonts and handwriting
When to use this goal
For students who read taught words on the classroom flashcards but not when the same words appear in a book font, on the board in handwriting, or in capitals. Base the choice on observing failure across formats; it is a transfer goal rather than a new-word goal.
- Baseline
- Confirm the 20 words are read at 90 percent or better on the usual cards first, so the drop in a new format is clearly a transfer problem. Test each format separately and record which letters cause the trouble (two-story a, cursive-style g, capital I versus lowercase l).
- Tips
- Teach with several formats from the start to prevent this gap. Handwritten words on the board are the format students meet most in general education, so include that condition for inclusion settings. Use the same 20 words across all formats.
- Limits
- Fonts vary in how much they differ; name the fonts on the data sheet. Handwriting legibility is a confound; use a clear hand. Does not add new words to the student's vocabulary.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-020.
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Goal
By the annual IEP review date, given 20 previously taught high-frequency words printed in 3 different fonts, including one with a different a and g, the student will read each word aloud within 3 seconds of seeing it independently with at least 90% accuracy on words in the new format, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% 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 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
- 50% accuracy.
- Annual goal381 characters
- By the annual IEP review date, given 20 previously taught high-frequency words printed in 3 different fonts, including one with a different a and g, the student will read each word aloud within 3 seconds of seeing it independently with at least 90% accuracy on words in the new format, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 previously taught high-frequency words printed in 3 different fonts, including one with a different a and g
- Behavior
- The student will read each word aloud within 3 seconds of seeing it independently
- Criteria
- With at least 90% accuracy on words in the new format, across 3 consecutive sessions
- 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 words in the new format
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 20 previously taught high-frequency words printed in 3 different fonts, including one with a different a and g, the student will read each word aloud within 3 seconds of seeing it independently with at least 90% accuracy on words in the new format, across 3 consecutive sessions, 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.