Read a content-area passage aloud (words correct per minute)
When to use this goal
For secondary students whose fluency on narrative probes is adequate but who slow down sharply on science, history, and technical text with long words and dense sentences. Compare narrative and content-area probes to confirm the need.
- Baseline
- Give three content passages and three narrative passages at the same level and compare the medians; the gap is the need. Record accuracy and note which words cause the stops (multisyllabic terms, numbers, names). Keep the content area constant within the goal so passages are comparable.
- Tips
- Pairs with the multisyllabic decoding goals, which build the word-level skill this goal measures in text. The workplace-document condition suits transition plans. Pull passages from the units the student is studying so practice doubles as pre-reading.
- Limits
- Content passages vary more in difficulty than standardized probes, so expect noisier data. Proper nouns and symbols should be scored by a rule set in advance. Rate on content text does not measure comprehension of it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-014.
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Goal
By the annual IEP review date, given an unpracticed passage from a current science or social studies textbook at the student's instructional level, the student will read the passage aloud for 1 minute independently at a rate of at least 115 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 85 words correct 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. Oral reading fluency (WCPM) 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 oral reading fluency (WCPM) 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
- 85 words correct per minute.
- Annual goal372 characters
- By the annual IEP review date, given an unpracticed passage from a current science or social studies textbook at the student's instructional level, the student will read the passage aloud for 1 minute independently at a rate of at least 115 words correct per minute, 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 passage from a current science or social studies textbook at the student's instructional level
- Behavior
- The student will read the passage aloud for 1 minute independently
- Criteria
- At a rate of at least 115 words correct per minute, 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
Reading fluency tracker. Records words attempted, errors and time.
Reading fluency tracker
Oral reading fluency (WCPM)- Student label:
- Target:
- at a rate of at least 115 words correct per minute
- 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 passage from a current science or social studies textbook at the student's instructional level, the student will read the passage aloud for 1 minute independently at a rate of at least 115 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
| Date | Passage / level | Words attempted | Errors | Time (sec) | WCPM(attempted − errors) ÷ minutes | Accuracy %(attempted − errors) ÷ attempted × 100 | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use unpracticed passages of comparable difficulty and the same administration directions each time.
- WCPM = (words attempted − errors) ÷ (seconds ÷ 60). For a 1-minute timing, WCPM = words attempted − errors.
- Accuracy = (words attempted − errors) ÷ words attempted × 100.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.