Mark own decoding errors on a recording
When to use this goal
For high school students who misread words without noticing, so errors pass uncorrected and meaning suffers. Listening to their own recorded reading with the text in front of them builds the habit of catching errors. Present levels should show the student reads the passage with at least 90% accuracy, so there are a few errors to find.
- Baseline
- The adult marks errors on a separate copy first; the opportunities are the first 10 errors the adult found across sessions. Count each one the student also marks. Record false marks separately; many false marks mean the student is guessing rather than listening.
- Tips
- Self-checking recordings is private, adult-feeling practice. Follow with a short practice of the words the student missed. Pairs with look-alike substitution and self-correction goals.
- Limits
- Measures error detection, not reading accuracy; track accuracy too. Students who do not hear the difference between their reading and the word may need phonological work first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-075.
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Goal
By the annual IEP review date, after recording a 200-word oral reading of an instructional-level passage, given the recording and a clean copy of the passage, the student will listen to the recording and mark each word they misread, matching the adult's error marking independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 3 of 10 opportunities.
- 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. Opportunities 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 opportunities 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
- 3 of 10 opportunities.
- Annual goal412 characters
- By the annual IEP review date, after recording a 200-word oral reading of an instructional-level passage, given the recording and a clean copy of the passage, the student will listen to the recording and mark each word they misread, matching the adult's error marking independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After recording a 200-word oral reading of an instructional-level passage, given the recording and a clean copy of the passage
- Behavior
- The student will listen to the recording and mark each word they misread, matching the adult's error marking independently
- Criteria
- In at least 8 of 10 opportunities, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after recording a 200-word oral reading of an instructional-level passage, given the recording and a clean copy of the passage, the student will listen to the recording and mark each word they misread, matching the adult's error marking independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.