Math word problems read aloud accurately
When to use this goal
For students whose math errors come from misreading the problem: skipping small words such as each or not, misreading numbers written as words, or reading too fast to catch the question. Choose problems whose math the student can do, so reading is what is measured.
- Baseline
- Mark errors on a copy of the problems: misread words, skipped words, misread numbers. Note whether errors cluster on math words (difference, remaining, each) or on general words, since math words may need direct teaching.
- Tips
- Share the error pattern with the math teacher. Students who misread the question sentence benefit from reading it twice. Read-aloud accommodations for math tests are a separate decision that this goal does not replace.
- Limits
- Accurate reading does not mean the student sets up the problem correctly; track that in a math problem-solving goal. Short problem sets give few words, so small differences change the percent a lot.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-030.
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Goal
By the annual IEP review date, given a set of 5 unpracticed one- and two-step math word problems at the student's math instructional level, the student will read each word problem aloud, including numbers, number words, and the question sentence independently with at least 97% accuracy on words and numbers read in the word problems, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 85% 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. Curriculum-based measurement 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
- 85% accuracy.
- Annual goal440 characters
- By the annual IEP review date, given a set of 5 unpracticed one- and two-step math word problems at the student's math instructional level, the student will read each word problem aloud, including numbers, number words, and the question sentence independently with at least 97% accuracy on words and numbers read in the word problems, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a set of 5 unpracticed one- and two-step math word problems at the student's math instructional level
- Behavior
- The student will read each word problem aloud, including numbers, number words, and the question sentence independently
- Criteria
- With at least 97% accuracy on words and numbers read in the word problems, in 3 of 4 consecutive weekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Weekly
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 97% accuracy on words and numbers read in the word problems
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given a set of 5 unpracticed one- and two-step math word problems at the student's math instructional level, the student will read each word problem aloud, including numbers, number words, and the question sentence independently with at least 97% accuracy on words and numbers read in the word problems, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
| 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.