Decodable passage fluency (WCPM)
When to use this goal
For beginning readers in a structured phonics program who can decode taught patterns but read them slowly in sentences. Use decodable passages that contain only taught patterns and taught irregular words; the scope and sequence position comes from present levels.
- Baseline
- Use three passages from the current unit and take the median. Record errors by type (taught pattern, irregular word, skipped word). Low accuracy on taught patterns means the decoding goal comes first; slow but accurate reading fits this goal.
- Tips
- Decodable fluency bridges word reading and passage reading for students in the first year or two of reading instruction. Move to leveled or grade-level passages once the student reads taught patterns accurately at a steady pace.
- Limits
- Decodable passages are not comparable across units; when the unit changes, scores may drop. Note the unit on each probe. This does not replace a general outcome measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-032.
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Goal
By the annual IEP review date, given an unpracticed decodable passage made of phonics patterns and irregular words the student has been taught, the student will read the passage aloud for 1 minute independently at a rate of at least 50 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Baseline: 22 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
- 22 words correct per minute.
- Annual goal344 characters
- By the annual IEP review date, given an unpracticed decodable passage made of phonics patterns and irregular words the student has been taught, the student will read the passage aloud for 1 minute independently at a rate of at least 50 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed decodable passage made of phonics patterns and irregular words the student has been taught
- Behavior
- The student will read the passage aloud for 1 minute independently
- Criteria
- At a rate of at least 50 words correct per minute, in 3 of 4 consecutive weekly probes
- Evaluation method
- Timed probes
- Schedule
- 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 50 words correct per minute
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given an unpracticed decodable passage made of phonics patterns and irregular words the student has been taught, the student will read the passage aloud for 1 minute independently at a rate of at least 50 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected 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.