Stay with a read-aloud and answer a question about it
When to use this goal
For young students who leave, look away, or talk over a story within the first minute, so they never get to the comprehension part. The goal combines staying with the book and showing they listened. Base the choice on observation during story time.
- Baseline
- Time how long the student stays with the story before leaving or turning away, on three occasions, and note whether they answered a question afterward. Compare one-to-one with group reading. Choose books at the student's interest and language level.
- Tips
- Define staying with the read-aloud in observable terms (in the area, body toward the book, not talking over the reader) and time until the first departure or disengagement longer than 30 seconds. Short books with interaction (lift-the-flap, repeated lines) build the skill. The question afterward is noted so staying becomes listening, not just sitting. Fidgets and jobs are legitimate supports.
- Limits
- Staying is not the same as listening; the question check is a rough indicator. Book choice and group size change duration a lot. Students who listen while moving should not be required to sit still; adjust the definition.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-022.
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Goal
By the annual IEP review date, during a small-group read-aloud of a picture book lasting 5 to 8 minutes, the student will stay with the read-aloud (seated or in the reading area, oriented toward the book) for the whole story independently for at least 6 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times weekly.
Baseline: 1.5 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 Listening Comprehension & Auditory Processing.
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 - Listening Comprehension & Auditory Processing
- Baseline
- 1.5 minutes.
- Annual goal369 characters
- By the annual IEP review date, during a small-group read-aloud of a picture book lasting 5 to 8 minutes, the student will stay with the read-aloud (seated or in the reading area, oriented toward the book) for the whole story independently for at least 6 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a small-group read-aloud of a picture book lasting 5 to 8 minutes
- Behavior
- The student will stay with the read-aloud (seated or in the reading area, oriented toward the book) for the whole story independently
- Criteria
- For at least 6 minutes, across 3 consecutive data collection days
- Evaluation method
- Duration recording
- Schedule
- Three times weekly
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 6 minutes
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- three times weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a small-group read-aloud of a picture book lasting 5 to 8 minutes, the student will stay with the read-aloud (seated or in the reading area, oriented toward the book) for the whole story independently for at least 6 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times weekly.
| 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 (6 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.