Read multisyllabic words on a timed list
When to use this goal
For older students who decode long words accurately when given time but so slowly that textbook reading is exhausting. Base the choice on an untimed accuracy check above about 85 percent and a slow timed rate; if accuracy is still low, use the core multisyllabic accuracy goal first.
- Baseline
- Give three equivalent lists on separate days and use the median. Record accuracy alongside rate; a rate gain with falling accuracy means the student is guessing from the first syllable. Build lists with the same mix of syllable counts and types each week.
- Tips
- Written for middle and high school students who need decoding to become automatic so attention can go to meaning. The content-area condition ties practice to upcoming units. Keep sessions short; daily two-minute practice on known lists builds speed.
- Limits
- Lists must be equivalent for the trend to mean anything; real multisyllabic words vary widely. Rate on isolated words does not capture reading in text. Some students read lists faster than text because context slows them; check passage data too.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-017.
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Goal
By the annual IEP review date, given a 1-minute timed list of unfamiliar two- to four-syllable words with mixed syllable types, the student will read the words aloud in order independently at a rate of at least 35 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Baseline: 15 words read correctly per minute.
- 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. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Timed probes gives rate (per minute) 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 Phonics & Decoding.
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 - Phonics & Decoding
- Baseline
- 15 words read correctly per minute.
- Annual goal329 characters
- By the annual IEP review date, given a 1-minute timed list of unfamiliar two- to four-syllable words with mixed syllable types, the student will read the words aloud in order independently at a rate of at least 35 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 1-minute timed list of unfamiliar two- to four-syllable words with mixed syllable types
- Behavior
- The student will read the words aloud in order independently
- Criteria
- At a rate of at least 35 words read correctly per minute, in 3 of 4 consecutive weekly probes
- Evaluation method
- Timed probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 35 words read correctly per minute
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given a 1-minute timed list of unfamiliar two- to four-syllable words with mixed syllable types, the student will read the words aloud in order independently at a rate of at least 35 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use the same timing length and probe type every session.
- Rate = number correct ÷ minutes timed.
- Target unit: words read correctly per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.