Running record accuracy with self-corrections
When to use this goal
For early readers whose accuracy in books hovers in the frustration range and who rarely go back to fix a word. A self-corrected word counts as correct, so this goal rewards the habit of checking. Book level comes from present levels.
- Baseline
- Take three running records and note both the accuracy and the number of self-corrections. A student near 90% with no self-corrections needs this goal; one at 80% may need easier books or more decoding work first. Wait 3 to 5 seconds before telling a word.
- Tips
- Prompt the student to check the letters of the word, not only the picture, when going back. Recording the self-correction count beside the accuracy shows the habit growing.
- Limits
- Leveled books vary within a level; use the same leveling system. Accuracy in books with strong picture support can overstate decoding skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-033.
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Goal
By the annual IEP review date, given an unfamiliar book at the student's instructional level during a running record of 100 to 150 words, the student will read the book aloud, going back to fix words that do not look right or make sense independently with at least 95% accuracy on words read in the book, with self-corrected words counted as correct, on 3 of 4 consecutive weekly running records, as measured by curriculum-based measurement probes collected weekly.
Baseline: 87% 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
- 87% accuracy.
- Annual goal465 characters
- By the annual IEP review date, given an unfamiliar book at the student's instructional level during a running record of 100 to 150 words, the student will read the book aloud, going back to fix words that do not look right or make sense independently with at least 95% accuracy on words read in the book, with self-corrected words counted as correct, on 3 of 4 consecutive weekly running records, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unfamiliar book at the student's instructional level during a running record of 100 to 150 words
- Behavior
- The student will read the book aloud, going back to fix words that do not look right or make sense independently
- Criteria
- With at least 95% accuracy on words read in the book, with self-corrected words counted as correct, on 3 of 4 consecutive weekly running records
- 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 95% accuracy on words read in the book, with self-corrected words counted as correct
- Mastery rule:
- on 3 of 4 consecutive weekly running records
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given an unfamiliar book at the student's instructional level during a running record of 100 to 150 words, the student will read the book aloud, going back to fix words that do not look right or make sense independently with at least 95% accuracy on words read in the book, with self-corrected words counted as correct, on 3 of 4 consecutive weekly running records, 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.