Read numbers, dates, and abbreviations within a passage
When to use this goal
For students who read words well but stall or guess at the numerals, dates, times, and abbreviations that fill informational text (1,250; March 3, 1861; 4:30 p.m.; Dr.; U.S.). Base the choice on error analysis of informational passages.
- Baseline
- Mark the items on the examiner copy before the session and score each as read correctly or not. Separate the tally into numbers, dates and times, and abbreviations so instruction targets the weakest group. Check place-value reading of large numbers with the math teacher.
- Tips
- A small, teachable set of conventions that removes a surprising number of stops in informational reading. Coordinate with math on reading large numbers. The sentence-card condition works as a quick warm-up.
- Limits
- Some abbreviations are read as letters and some as words (NASA, FBI); set a rule. Passages differ in how many such items they contain; mark a fixed number. Does not measure overall rate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-018.
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Goal
By the annual IEP review date, given an unpracticed informational passage at the student's instructional level with 15 numbers, dates, times, or abbreviations marked on the examiner copy, the student will read the passage aloud, reading each marked item correctly independently with at least 90% accuracy on marked numbers and abbreviations, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 45% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 45% accuracy.
- Annual goal447 characters
- By the annual IEP review date, given an unpracticed informational passage at the student's instructional level with 15 numbers, dates, times, or abbreviations marked on the examiner copy, the student will read the passage aloud, reading each marked item correctly independently with at least 90% accuracy on marked numbers and abbreviations, 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 informational passage at the student's instructional level with 15 numbers, dates, times, or abbreviations marked on the examiner copy
- Behavior
- The student will read the passage aloud, reading each marked item correctly independently
- Criteria
- With at least 90% accuracy on marked numbers and abbreviations, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on marked numbers and abbreviations
- 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 informational passage at the student's instructional level with 15 numbers, dates, times, or abbreviations marked on the examiner copy, the student will read the passage aloud, reading each marked item correctly independently with at least 90% accuracy on marked numbers and abbreviations, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.