Stay with a shared picture book
When to use this goal
For children who leave a shared book after a page or two, or who take the book and look at it alone. Fit depends on present levels in play and book routines. Choose books by interest (vehicles, animals, foods, faces) and give the student control of the page turns.
- Baseline
- Time three shared-book sessions with the same adult from the first page to the moment the student moves away. Note which books held the student longest and what the adult was doing then, since those details guide the plan more than the number.
- Tips
- Start timing on the first page and stop when the student moves away, pushes the book aside, or shifts to another activity for more than 10 seconds. A child who stays but moves their body, rocks, or stands is still with the book. Let the student skip pages and go back; the goal is shared time, not finishing the book.
- Limits
- Duration does not show what the student communicated during the book; pair with a pointing or commenting goal. Very long books can make the goal look like a failure when the student is doing well; keep books short. Not a reading goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-004.
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Goal
By the annual IEP review date, during one-to-one shared reading with a familiar adult, using a board book or lift-the-flap book the student chose from 2 options, the student will remain with the shared book and the adult, turning pages, pointing, lifting flaps, or vocalizing about the pictures, from the first page until the student moves away or pushes the book aside independently for at least 5 minutes, across 3 consecutive sessions, as measured by duration recording collected 3 times per week during book time.
Baseline: 1 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Early Communication.
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
- Speech & Language - Early Communication
- Baseline
- 1 minutes.
- Annual goal517 characters
- By the annual IEP review date, during one-to-one shared reading with a familiar adult, using a board book or lift-the-flap book the student chose from 2 options, the student will remain with the shared book and the adult, turning pages, pointing, lifting flaps, or vocalizing about the pictures, from the first page until the student moves away or pushes the book aside independently for at least 5 minutes, across 3 consecutive sessions, as measured by duration recording collected 3 times per week during book time.
- Timeframe
- By the annual IEP review date
- Condition
- During one-to-one shared reading with a familiar adult, using a board book or lift-the-flap book the student chose from 2 options
- Behavior
- The student will remain with the shared book and the adult, turning pages, pointing, lifting flaps, or vocalizing about the pictures, from the first page until the student moves away or pushes the book aside independently
- Criteria
- For at least 5 minutes, across 3 consecutive sessions
- Evaluation method
- Duration recording
- Schedule
- 3 times per week during book time
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 5 minutes
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- 3 times per week during book time
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during one-to-one shared reading with a familiar adult, using a board book or lift-the-flap book the student chose from 2 options, the student will remain with the shared book and the adult, turning pages, pointing, lifting flaps, or vocalizing about the pictures, from the first page until the student moves away or pushes the book aside independently for at least 5 minutes, across 3 consecutive sessions, as measured by duration recording collected 3 times per week during book time.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (5 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.