Count and graph own words correct per minute
When to use this goal
For students in a fluency program who can read instructional-level text and are ready to take over scoring and graphing their own timed readings. Fit depends on basic counting and graph skills shown in present levels, not on grade.
- Baseline
- Have the student score six readings while the adult scores the same readings separately. Note the kind of mistake: forgetting to subtract errors, misreading the margin count, or plotting on the wrong date. Teach to the most common one first.
- Tips
- Self-graphing gives the student ownership of the fluency goal and frees adult time. Use the student's graph at progress meetings. Accept spoken or typed totals for students who find writing slow.
- Limits
- This goal measures scoring accuracy, not reading rate; keep a separate rate goal. Agreement within 2 words is a reasonable band, but tighten it if the counts drift.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-023.
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Goal
By the annual IEP review date, after a 1-minute timed reading of an instructional-level passage, given the copy a partner marked with errors and the last word read, the student will count the words read correctly and plot the score on their own fluency graph, matching the adult's count within 2 words independently in at least 5 of 6 opportunities, across 2 consecutive weeks, as measured by opportunity-by-opportunity data collected at each timed reading, three times weekly.
Baseline: 1 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 6 opportunities.
- Annual goal477 characters
- By the annual IEP review date, after a 1-minute timed reading of an instructional-level passage, given the copy a partner marked with errors and the last word read, the student will count the words read correctly and plot the score on their own fluency graph, matching the adult's count within 2 words independently in at least 5 of 6 opportunities, across 2 consecutive weeks, as measured by opportunity-by-opportunity data collected at each timed reading, three times weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After a 1-minute timed reading of an instructional-level passage, given the copy a partner marked with errors and the last word read
- Behavior
- The student will count the words read correctly and plot the score on their own fluency graph, matching the adult's count within 2 words independently
- Criteria
- In at least 5 of 6 opportunities, across 2 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each timed reading, three times weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 5 of 6 opportunities
- Mastery rule:
- across 2 consecutive weeks
- Collection schedule:
- at each timed reading, three times weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after a 1-minute timed reading of an instructional-level passage, given the copy a partner marked with errors and the last word read, the student will count the words read correctly and plot the score on their own fluency graph, matching the adult's count within 2 words independently in at least 5 of 6 opportunities, across 2 consecutive weeks, as measured by opportunity-by-opportunity data collected at each timed reading, three times weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.