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Read taught phonics patterns accurately in decodable text

Unreviewed draftK-2, 3-5Percent accuracy
Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Percent of attempted items answered correctly.

Measurement method

Brief, standardized probes given at regular intervals and scored the same way each time.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, given an unpracticed decodable passage of 100 to 150 words that uses taught phonics patterns, the student will read the passage aloud independently with at least 90% accuracy on words with taught phonics patterns in the passage, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

Baseline: 60% accuracy.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Percent accuracy is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Curriculum-based measurement can produce percent accuracy data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Phonics & Decoding.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

About this template
Level guidance
For students who decode words on lists but make frequent errors in sentences. Use present levels and running records to choose the text level; the goal is set by assessed instructional level, not grade.
Baseline considerations
Before each probe, mark the words in the passage that contain taught patterns. Calculate accuracy on those words only: marked words read correctly divided by marked words attempted. Note error types (guesses from the first letter, vowel errors, skipped words) and whether the student self-corrects.
Usage notes
Use when the student decodes taught patterns on word lists but guesses at them in sentences, for example from the first letter or pictures. For accuracy on all words in a passage, use rd-flu-002. Track rate separately if needed rather than mixing it into this goal.
Known limitations
Short passages may contain only 15 to 30 taught-pattern words, so a few errors move the score several points; use passages with similar counts. Decodable text does not represent everything a student reads in class. This goal does not measure rate or comprehension.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID rd-dec-005.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Accuracy tracker. Your goal is scored as percent correct, so the sheet records number correct and number attempted.

Accuracy tracker

Percent accuracy
Student label:
 
Target:
with at least 90% accuracy on words with taught phonics patterns in the passage
Mastery rule:
in 3 of 4 consecutive weekly probes
Collection schedule:
weekly
Method:
Curriculum-based measurement
Data collector:
 

Goal: By the annual IEP review date, given an unpracticed decodable passage of 100 to 150 words that uses taught phonics patterns, the student will read the passage aloud independently with at least 90% accuracy on words with taught phonics patterns in the passage, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

Accuracy tracker
DateTask / materials# correct# attempted% accuracycorrect ÷ attempted × 100Support levele.g., independent, 1 verbal promptNotes

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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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