Taught words in a personalized book
When to use this goal
For students with significant support needs who read a set of taught words on cards and are ready to read them in a short book about their own life (photos of their family, class, or favorite activities). Present levels decide which words are used.
- Baseline
- Read the book once with the student to see which taught words carry over from cards. For students who do not speak, have them select the matching word on their device or point to the word the adult names.
- Tips
- Families can send photos and read the book at home. Add pages as new words are learned. Keep pages consistent: photo on top, sentence below.
- Limits
- Personal photos give strong picture clues; check the words on cards too. Books made from the same words become familiar quickly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-026.
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Goal
By the annual IEP review date, given a 6- to 8-page personalized book with photos, using 10 taught words, the student will read each page aloud or with their communication system, matching each word to its spoken form independently with at least 85% accuracy on taught words read in the book, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal394 characters
- By the annual IEP review date, given a 6- to 8-page personalized book with photos, using 10 taught words, the student will read each page aloud or with their communication system, matching each word to its spoken form independently with at least 85% accuracy on taught words read in the book, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 6- to 8-page personalized book with photos, using 10 taught words
- Behavior
- The student will read each page aloud or with their communication system, matching each word to its spoken form independently
- Criteria
- With at least 85% accuracy on taught words read in the book, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 85% accuracy on taught words read in the book
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a 6- to 8-page personalized book with photos, using 10 taught words, the student will read each page aloud or with their communication system, matching each word to its spoken form independently with at least 85% accuracy on taught words read in the book, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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.