Read a recipe or set of work instructions aloud (words correct per minute)
When to use this goal
For high school students in functional or transition programs who can read the words in everyday documents but so slowly that following a recipe or a work checklist is impractical. Base the choice on timing the student on the documents they will actually use.
- Baseline
- Time three documents of the same type and use the median. Record which features slow the student (numbers, abbreviations like tbsp, all-caps headings). Keep the document type constant within the goal, since a recipe and a bus schedule read very differently.
- Tips
- Written for students whose reading will be used for daily living and work rather than academics. Use documents from the student's own job site, home, or community. Pair with a comprehension goal for following the same directions.
- Limits
- Functional documents are not matched for difficulty the way probe passages are, so look at the trend. Lists and tables do not read as prose; a per-minute rate is only meaningful on the prose portions. Reading rate does not show the student can carry out the steps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-017.
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Goal
By the annual IEP review date, given an unpracticed recipe, work checklist, or set of assembly directions written at the student's instructional level, the student will read the document aloud for 1 minute independently at a rate of at least 70 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Baseline: 40 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. Timed probes 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
- 40 words correct per minute.
- Annual goal353 characters
- By the annual IEP review date, given an unpracticed recipe, work checklist, or set of assembly directions written at the student's instructional level, the student will read the document aloud for 1 minute independently at a rate of at least 70 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed recipe, work checklist, or set of assembly directions written at the student's instructional level
- Behavior
- The student will read the document aloud for 1 minute independently
- Criteria
- At a rate of at least 70 words correct per minute, in 3 of 4 consecutive weekly probes
- Evaluation method
- Timed 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 70 words correct per minute
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given an unpracticed recipe, work checklist, or set of assembly directions written at the student's instructional level, the student will read the document aloud for 1 minute independently at a rate of at least 70 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed 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.