Slow down to a listener-friendly pace
When to use this goal
For students who read too fast for meaning, skipping punctuation and making errors they would not make at a slower pace. Present levels should show the errors fade when the student slows down. Choose the passage level from present levels.
- Baseline
- Record two readings and score from the recording. Also note words correct per minute; a very high rate with many errors is the profile this goal fits. Avoid praising speed alone during baseline.
- Tips
- Some students learn that fast equals good from timed probes. Explain the goal openly and show a recording. Keep this goal separate from any rate goal so the two do not conflict.
- Limits
- Rubric scores are subjective; calibrate with sample recordings. The rubric does not measure comprehension directly; ask a question after reading if that is a concern.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-039.
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Goal
By the annual IEP review date, given an unpracticed instructional-level passage of about 150 words, the student will read the passage aloud at a conversational pace, stopping at periods and keeping the words accurate independently, earning a score of at least 8 out of 9 on a 3-row reading pace rubric scored 0 to 3 per row, on 3 of 4 consecutive scored readings, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 9 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 9 rubric points.
- Annual goal430 characters
- By the annual IEP review date, given an unpracticed instructional-level passage of about 150 words, the student will read the passage aloud at a conversational pace, stopping at periods and keeping the words accurate independently, earning a score of at least 8 out of 9 on a 3-row reading pace rubric scored 0 to 3 per row, on 3 of 4 consecutive scored readings, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed instructional-level passage of about 150 words
- Behavior
- The student will read the passage aloud at a conversational pace, stopping at periods and keeping the words accurate independently
- Criteria
- Earning a score of at least 8 out of 9 on a 3-row reading pace rubric scored 0 to 3 per row, on 3 of 4 consecutive scored readings
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 8 out of 9 on a 3-row reading pace rubric scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 consecutive scored readings
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given an unpracticed instructional-level passage of about 150 words, the student will read the passage aloud at a conversational pace, stopping at periods and keeping the words accurate independently, earning a score of at least 8 out of 9 on a 3-row reading pace rubric scored 0 to 3 per row, on 3 of 4 consecutive scored readings, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Pace: conversational, not racing (0 to 3) | Stops: clear pause at each period and question mark (0 to 3) | Accuracy: errors stay as low as on a slow first reading (0 to 3) | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row reading pace rubric scored 0 to 3 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.