Present a prepared statement aloud to a group
When to use this goal
For high school students who need to read written material aloud to others in school, at work, or in the community (a class report, a meeting announcement, a club update) and who rush or drop their voice when reading to a group. The text level comes from present levels; the student may write the statement themselves.
- Baseline
- Score two readings to a real group. Record the group size and whether the student wrote the text, since reading one's own words is easier. If accuracy scores 1, start with a shorter or easier statement.
- Tips
- This turns fluency practice into a skill older students use outside class. Students who use AAC or prefer not to speak can meet a parallel goal by playing a recorded reading they made, scored on the same rows.
- Limits
- Rehearsed reading does not show cold-read fluency. Anxiety about speaking to groups can lower scores for reasons outside reading; talk with the student about what helps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-026.
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Goal
By the annual IEP review date, after rehearsing a 150- to 250-word written statement twice, when reading it aloud to the class or a small group, the student will read the statement aloud to the group at a steady pace and clear volume, pausing at punctuation and between paragraphs independently, earning a score of at least 13 out of 16 on a 4-row group reading rubric scored 1 to 4 per row, on 3 of 4 consecutive scored readings, as measured by a defined scoring rubric collected every two weeks.
Baseline: 5 out of 16 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 5 out of 16 rubric points.
- Annual goal497 characters
- By the annual IEP review date, after rehearsing a 150- to 250-word written statement twice, when reading it aloud to the class or a small group, the student will read the statement aloud to the group at a steady pace and clear volume, pausing at punctuation and between paragraphs independently, earning a score of at least 13 out of 16 on a 4-row group reading rubric scored 1 to 4 per row, on 3 of 4 consecutive scored readings, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After rehearsing a 150- to 250-word written statement twice, when reading it aloud to the class or a small group
- Behavior
- The student will read the statement aloud to the group at a steady pace and clear volume, pausing at punctuation and between paragraphs independently
- Criteria
- Earning a score of at least 13 out of 16 on a 4-row group reading rubric scored 1 to 4 per row, on 3 of 4 consecutive scored readings
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 13 out of 16 on a 4-row group reading rubric scored 1 to 4 per row
- Mastery rule:
- on 3 of 4 consecutive scored readings
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after rehearsing a 150- to 250-word written statement twice, when reading it aloud to the class or a small group, the student will read the statement aloud to the group at a steady pace and clear volume, pausing at punctuation and between paragraphs independently, earning a score of at least 13 out of 16 on a 4-row group reading rubric scored 1 to 4 per row, on 3 of 4 consecutive scored readings, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Accuracy: reads the words as written, fixing slips without starting over (1 to 4) | Pace: steady speaking pace, not rushed at the end (1 to 4) | Volume and clarity: the back of the room can hear each word (1 to 4) | Phrasing: pauses at punctuation and between paragraphs (1 to 4) | Total (of 16) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row group reading rubric scored 1 to 4 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.