Bossy-r words in an unpracticed passage
When to use this goal
For students who read ar, or, er, ir, and ur words on a list but slip back to short vowels when the same patterns appear in sentences (reading farm as fam, or bird as bid). Present levels, not grade, decide the passage level.
- Baseline
- Use two or three unpracticed passages and score only the marked words. Note errors that drop the r and errors that read a short vowel; they point to different teaching.
- Tips
- Pairs with a list-level r-controlled goal and shows whether the pattern transfers to reading. Because er, ir, and ur share one sound, the reader only needs to see the vowel-r unit; choosing which one to spell is a separate spelling goal.
- Limits
- Accuracy on marked words does not show rate or comprehension. Decodable passages must stick to taught patterns, or other errors will cloud the score.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-083.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given an unpracticed decodable passage with 15 marked r-controlled words (ar, or, er, ir, ur), the student will read the passage aloud, reading each marked word correctly independently with at least 90% accuracy on marked r-controlled words in text, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 50% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Curriculum-based measurement gives percent accuracy 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
- 50% accuracy.
- Annual goal386 characters
- By the annual IEP review date, given an unpracticed decodable passage with 15 marked r-controlled words (ar, or, er, ir, ur), the student will read the passage aloud, reading each marked word correctly independently with at least 90% accuracy on marked r-controlled words in text, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed decodable passage with 15 marked r-controlled words (ar, or, er, ir, ur)
- Behavior
- The student will read the passage aloud, reading each marked word correctly independently
- Criteria
- With at least 90% accuracy on marked r-controlled words in text, in 3 of 4 consecutive weekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on marked r-controlled words in text
- 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 with 15 marked r-controlled words (ar, or, er, ir, ur), the student will read the passage aloud, reading each marked word correctly independently with at least 90% accuracy on marked r-controlled words in text, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
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. Sheets print blank; no student data is stored.