Keep the place in the text without skipping lines
When to use this goal
For students who lose their place, skip lines, or reread the same line, which shows as omissions and confusion on running records rather than decoding errors. Base the choice on error analysis; involve the vision team if there is any question of a visual need.
- Baseline
- Tally every skipped line, repeated line, and lost place that needed a pause of more than about 3 seconds, on three passages. Compare standard print with wide spacing and with a tracking card; the difference tells you whether the need is a support or a skill. Rule out a vision concern first.
- Tips
- Fade the support in the order card, then finger, then nothing, and document which supports still help as accommodations. On-screen reading with a line-highlighting tool is a reasonable long-term support for some students. Pair with a rate goal once place-keeping is steady.
- Limits
- Line loss can come from attention, visual tracking, or reading too fast; the measure does not tell which. Wide spacing changes the task, so note the format on every probe. Does not measure decoding or comprehension.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-016.
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Goal
By the annual IEP review date, during oral reading of an unpracticed 150-word passage in standard print, the student will reduce skipping or repeating a line to no more than 1 time per 150-word passage, in 3 of 4 consecutive weekly probes, as measured by frequency recording collected weekly.
Baseline: 5 times per 150-word passage.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 5 times per 150-word passage.
- Annual goal292 characters
- By the annual IEP review date, during oral reading of an unpracticed 150-word passage in standard print, the student will reduce skipping or repeating a line to no more than 1 time per 150-word passage, in 3 of 4 consecutive weekly probes, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During oral reading of an unpracticed 150-word passage in standard print
- Behavior
- The student will reduce skipping or repeating a line
- Criteria
- No more than 1 time per 150-word passage, in 3 of 4 consecutive weekly probes
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 1 time per 150-word passage
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during oral reading of an unpracticed 150-word passage in standard print, the student will reduce skipping or repeating a line to no more than 1 time per 150-word passage, in 3 of 4 consecutive weekly probes, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 150-word passage.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.