Caption words on a short video
When to use this goal
For older students, including students who are deaf or hard of hearing, who rely on captions for videos in class and at home but cannot keep up with the high-frequency words that make up most captions. Present levels decide the caption speed and word set.
- Baseline
- Score only the marked words. Begin with paused captions, then move to slowed and then normal speed. Accept signed responses from students who sign.
- Tips
- Captions give real reasons to read fast. Coordinate with the teacher of the deaf and hard of hearing when relevant.
- Limits
- Caption timing varies by video. Reading captions aloud is slower than reading them silently.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-045.
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Goal
By the annual IEP review date, given a 1-minute captioned video clip at normal speed, with taught high-frequency words marked on the examiner copy, the student will read each caption line aloud or sign it while the line is on screen independently with at least 90% accuracy on marked high-frequency words in captions, 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 goal413 characters
- By the annual IEP review date, given a 1-minute captioned video clip at normal speed, with taught high-frequency words marked on the examiner copy, the student will read each caption line aloud or sign it while the line is on screen independently with at least 90% accuracy on marked high-frequency words in captions, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 1-minute captioned video clip at normal speed, with taught high-frequency words marked on the examiner copy
- Behavior
- The student will read each caption line aloud or sign it while the line is on screen independently
- Criteria
- With at least 90% accuracy on marked high-frequency words in captions, 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 marked high-frequency words in captions
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a 1-minute captioned video clip at normal speed, with taught high-frequency words marked on the examiner copy, the student will read each caption line aloud or sign it while the line is on screen independently with at least 90% accuracy on marked high-frequency words in captions, 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.