Reach a practice goal on a repeated passage
When to use this goal
For students in a repeated-reading program whose practiced readings level off quickly, or who need to see that practice changes their reading. The passage should sit at the student's instructional level, set by present levels rather than grade.
- Baseline
- Run three cycles before setting the target and record both the cold reading and the final reading for each. The gap between them shows how much the student gains from practice. If the final reading barely rises above the cold reading, check whether the corrective feedback step is happening.
- Tips
- Pair this practice goal with a cold-read goal on unpracticed text (such as the core words-correct-per-minute template), since the cold read is what shows transfer. Many students like plotting both the cold and final readings on the same graph.
- Limits
- Practiced-passage rates rise faster than real fluency and do not show generalization on their own. Passages vary in difficulty; use a leveled set so cycles are comparable.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-022.
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Goal
By the annual IEP review date, given a new instructional-level passage on the first day of a repeated-reading cycle, after a cold reading and three practice readings with corrective feedback, the student will read the practiced passage aloud for 1 minute on the final timed reading independently at a rate of at least 100 words correct per minute, in 4 of 5 consecutive repeated-reading cycles, as measured by timed probes collected twice weekly.
Baseline: 72 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
- 72 words correct per minute.
- Annual goal446 characters
- By the annual IEP review date, given a new instructional-level passage on the first day of a repeated-reading cycle, after a cold reading and three practice readings with corrective feedback, the student will read the practiced passage aloud for 1 minute on the final timed reading independently at a rate of at least 100 words correct per minute, in 4 of 5 consecutive repeated-reading cycles, as measured by timed probes collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a new instructional-level passage on the first day of a repeated-reading cycle, after a cold reading and three practice readings with corrective feedback
- Behavior
- The student will read the practiced passage aloud for 1 minute on the final timed reading independently
- Criteria
- At a rate of at least 100 words correct per minute, in 4 of 5 consecutive repeated-reading cycles
- Evaluation method
- Timed probes
- Schedule
- Twice 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 100 words correct per minute
- Mastery rule:
- in 4 of 5 consecutive repeated-reading cycles
- Collection schedule:
- twice weekly
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given a new instructional-level passage on the first day of a repeated-reading cycle, after a cold reading and three practice readings with corrective feedback, the student will read the practiced passage aloud for 1 minute on the final timed reading independently at a rate of at least 100 words correct per minute, in 4 of 5 consecutive repeated-reading cycles, as measured by timed probes collected twice 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.