Grade-level benchmark passage (WCPM)
When to use this goal
For students whose instructional-level reading rate is growing but who still read grade-level class text far more slowly than peers. Use it alongside an instructional-level goal, not instead of one: present levels and instructional level decide which passage the main goal uses, and this goal tracks access to the text the class reads.
- Baseline
- Give three grade-level passages in one sitting and use the median words correct per minute. Record the instructional-level median from the same week so the team can see the gap between the two. Note accuracy too: a grade-level accuracy below about 90% means the text is at frustration level and a rate goal alone cannot close the gap.
- Tips
- Write the instructional-level fluency goal first and add this as a second measure when the team needs to show progress toward grade-level text. Monthly probes are enough because grade-level scores move slowly. Report both numbers to families so the instructional gains are not hidden.
- Limits
- Grade-level probes at frustration level measure decoding gaps more than fluency growth and can be discouraging; stop giving them if accuracy stays very low. Different probe sets are not interchangeable; use one set all year.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-021.
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Goal
By the annual IEP review date, given an unpracticed passage from a grade-level benchmark probe set, the student will read the passage aloud for 1 minute independently at a rate of at least 88 words correct per minute, on 2 of 3 consecutive monthly probes, as measured by curriculum-based measurement probes collected monthly, alongside weekly instructional-level probes.
Baseline: 62 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
- 62 words correct per minute.
- Annual goal370 characters
- By the annual IEP review date, given an unpracticed passage from a grade-level benchmark probe set, the student will read the passage aloud for 1 minute independently at a rate of at least 88 words correct per minute, on 2 of 3 consecutive monthly probes, as measured by curriculum-based measurement probes collected monthly, alongside weekly instructional-level probes.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed passage from a grade-level benchmark probe set
- Behavior
- The student will read the passage aloud for 1 minute independently
- Criteria
- At a rate of at least 88 words correct per minute, on 2 of 3 consecutive monthly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Monthly, alongside weekly instructional-level probes
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 88 words correct per minute
- Mastery rule:
- on 2 of 3 consecutive monthly probes
- Collection schedule:
- monthly, alongside weekly instructional-level probes
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given an unpracticed passage from a grade-level benchmark probe set, the student will read the passage aloud for 1 minute independently at a rate of at least 88 words correct per minute, on 2 of 3 consecutive monthly probes, as measured by curriculum-based measurement probes collected monthly, alongside weekly instructional-level probes.
| 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.