Choose skimming or careful reading to match the purpose
When to use this goal
For secondary students who read everything at the same speed, either plodding through a page to find one date or racing through a passage they need to study. Base the choice on observation of how the student handles different reading tasks.
- Baseline
- An opportunity is correct when the chosen approach matches the purpose and the answer is correct; score the two separately as well. Time the task informally: skim tasks should finish in about a minute, careful tasks longer. Over three sessions, note whether the student defaults to one speed.
- Tips
- A study-skills partner for fluency: the point is flexible rate, not maximum rate. Use real assignments from the student's classes. Teach skimming features (headings, bold words, first sentences) explicitly before measuring.
- Limits
- The right approach is sometimes debatable; write tasks with a clear best choice. Scores depend on the texts chosen; keep them at a level the student decodes well. Does not measure rate directly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-012.
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Goal
By the annual IEP review date, given a 2-page content-area text and a purpose stated by the adult (for example, find the year the law passed, or be ready to explain the main cause), the student will state whether the purpose calls for skimming or careful reading, read that way, and then answer the question independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 2 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 Reading Fluency.
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 - Reading Fluency
- Baseline
- 2 of 10 opportunities.
- Annual goal452 characters
- By the annual IEP review date, given a 2-page content-area text and a purpose stated by the adult (for example, find the year the law passed, or be ready to explain the main cause), the student will state whether the purpose calls for skimming or careful reading, read that way, and then answer the question 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
- Given a 2-page content-area text and a purpose stated by the adult (for example, find the year the law passed, or be ready to explain the main cause)
- Behavior
- The student will state whether the purpose calls for skimming or careful reading, read that way, and then answer the question 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, given a 2-page content-area text and a purpose stated by the adult (for example, find the year the law passed, or be ready to explain the main cause), the student will state whether the purpose calls for skimming or careful reading, read that way, and then answer the question 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.