Follow the partner reading routine
When to use this goal
For students who get extra fluency practice from partner reading but lose time because the routine falls apart (turns, following along, error help). Fit depends on present levels for both reading and working with a peer, not grade.
- Baseline
- Observe three blocks and mark each step independent, prompted, or not done. Note whether the trouble is reading the turn or the partner role, which needs a different kind of teaching.
- Tips
- Pair the student with a partner who reads slightly above their level. Teach the error-help step by role play. This goal adds practice time; keep a separate words-correct-per-minute goal to show fluency growth.
- Limits
- The routine score depends partly on the partner; note who the partner was. Completing the routine does not show fluency growth on its own.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-037.
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Goal
By the annual IEP review date, during a 10-minute partner reading block with an instructional-level passage and a trained partner, the student will complete the 6-step partner reading routine with the partner, performing all 6 steps independently, across 3 consecutive partner reading blocks, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal357 characters
- By the annual IEP review date, during a 10-minute partner reading block with an instructional-level passage and a trained partner, the student will complete the 6-step partner reading routine with the partner, performing all 6 steps independently, across 3 consecutive partner reading blocks, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 10-minute partner reading block with an instructional-level passage and a trained partner
- Behavior
- The student will complete the 6-step partner reading routine with the partner
- Criteria
- Performing all 6 steps independently, across 3 consecutive partner reading blocks
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- across 3 consecutive partner reading blocks
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a 10-minute partner reading block with an instructional-level passage and a trained partner, the student will complete the 6-step partner reading routine with the partner, performing all 6 steps independently, across 3 consecutive partner reading blocks, as measured by a task-analysis checklist collected twice weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Sit side by side with the passage between both partners | ||||||||
| 2. Read the passage aloud for the agreed turn while the partner follows along | ||||||||
| 3. Stop and reread a word when the partner points it out | ||||||||
| 4. Follow along while the partner reads the same passage | ||||||||
| 5. Point out a misread word to the partner without saying the word right away | ||||||||
| 6. Take turns telling one thing that happened in the passage | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.