Timed silent article reading with questions
When to use this goal
For high school students who read accurately but so slowly in silent reading that they run out of time on class and test passages, or who read quickly but miss the content. The article level comes from present levels.
- Baseline
- Give two probes with the time limit and one without, and note whether the student finished. If scores rise sharply without the limit, rate is the barrier; if they stay low, comprehension or vocabulary is. Questions answered after time ran out count as incorrect.
- Tips
- This goal sits between fluency and comprehension: it targets reading at a usable speed with meaning intact. Use it with students who also have extended time as an accommodation; the accommodation stays even as the goal is worked on.
- Limits
- Question difficulty varies across articles; use a consistent question set (two literal, two inferential, one main idea). The score can't show where in the article the student slowed down.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-029.
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Goal
By the annual IEP review date, given an unpracticed 800-word article at the student's instructional level, 10 minutes, and 5 questions to answer after reading, the student will read the article silently within the time limit and then answer the questions in writing or aloud independently with at least 80% accuracy on comprehension questions answered after a timed silent reading, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% 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. Work-sample analysis 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
- 40% accuracy.
- Annual goal483 characters
- By the annual IEP review date, given an unpracticed 800-word article at the student's instructional level, 10 minutes, and 5 questions to answer after reading, the student will read the article silently within the time limit and then answer the questions in writing or aloud independently with at least 80% accuracy on comprehension questions answered after a timed silent reading, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed 800-word article at the student's instructional level, 10 minutes, and 5 questions to answer after reading
- Behavior
- The student will read the article silently within the time limit and then answer the questions in writing or aloud independently
- Criteria
- With at least 80% accuracy on comprehension questions answered after a timed silent reading, on 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 80% accuracy on comprehension questions answered after a timed silent reading
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given an unpracticed 800-word article at the student's instructional level, 10 minutes, and 5 questions to answer after reading, the student will read the article silently within the time limit and then answer the questions in writing or aloud independently with at least 80% accuracy on comprehension questions answered after a timed silent reading, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.