Complete a repeated-reading fluency routine
Live goal preview
By the annual IEP review date, during a scheduled independent fluency practice session with a prepared passage, timer, and graph, the student will complete the repeated-reading fluency practice routine using a written step checklist, performing at least 7 of 8 steps independently, across 3 consecutive practice sessions, as measured by a task-analysis checklist collected twice weekly.
Baseline: 3 of 8 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
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. Task-analysis steps 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. Task-analysis checklist can produce task-analysis steps 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 Reading Fluency.
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 benefit from repeated reading and whose present levels show they need adult direction for each step of practice. Fit depends on the student's current independence with the routine, not grade.
- Baseline considerations
- Observe the routine without prompting for two or three sessions and mark each step as independent, prompted, or not done. Teach the routine with modeling before collecting goal data.
- Usage notes
- Supports independent fluency practice so an adult is not needed for every session. Track the student's fluency growth separately (for example, with rd-flu-001); this goal measures the routine, not reading rate.
- Known limitations
- Completing practice steps is a means to an end; it does not show fluency growth on unpracticed text. Self-counted scores may be inaccurate, so spot-check them.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
rd-flu-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.
Matching data sheet
Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 7 of 8 steps independently
- Mastery rule:
- across 3 consecutive practice sessions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a scheduled independent fluency practice session with a prepared passage, timer, and graph, the student will complete the repeated-reading fluency practice routine using a written step checklist, performing at least 7 of 8 steps independently, across 3 consecutive practice sessions, as measured by a task-analysis checklist collected twice weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Gets the passage folder, timer, and graph | ||||||||
| 2. Sets the timer for 1 minute and starts it | ||||||||
| 3. Reads the passage aloud until the timer sounds | ||||||||
| 4. Marks the last word read | ||||||||
| 5. Counts the words read and records the total (or records the partner's count) | ||||||||
| 6. Plots the score on the graph | ||||||||
| 7. Rereads the passage at least two more times, repeating the timing | ||||||||
| 8. Returns materials to the folder | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 8).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.