Grade-level text accuracy with self-correction
When to use this goal
For middle and high school students who read grade-level class text at 90 to 94% accuracy, just short of what they need to follow it, and who rarely go back to fix a misread word. Self-corrections count as correct. Present levels decide whether grade-level text is reachable or whether instructional text should be used first.
- Baseline
- Score three passages and record accuracy and the number of self-corrections. Separate errors that change meaning from those that do not; the first kind matters most here. Below 90% accuracy, start with an instructional-level goal instead.
- Tips
- Small accuracy gains matter at this level: going from 91% to 97% on a 250-word passage means 15 fewer errors. Teach a quick check after each sentence: does that make sense?
- Limits
- Grade-level texts vary in difficulty; pick passages from the same course. Oral reading accuracy does not show silent reading accuracy, which is how older students mostly read.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-042.
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Goal
By the annual IEP review date, given an unpracticed 250-word passage from a grade-level class text, the student will read the passage aloud, rereading and fixing words that do not fit the sentence independently with at least 97% accuracy on words read in a grade-level passage, with self-corrected words counted as correct, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
Baseline: 91% 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
- 91% accuracy.
- Annual goal440 characters
- By the annual IEP review date, given an unpracticed 250-word passage from a grade-level class text, the student will read the passage aloud, rereading and fixing words that do not fit the sentence independently with at least 97% accuracy on words read in a grade-level passage, with self-corrected words counted as correct, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed 250-word passage from a grade-level class text
- Behavior
- The student will read the passage aloud, rereading and fixing words that do not fit the sentence independently
- Criteria
- With at least 97% accuracy on words read in a grade-level passage, with self-corrected words counted as correct, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Every two weeks
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 read in a grade-level passage, with self-corrected words counted as correct
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given an unpracticed 250-word passage from a grade-level class text, the student will read the passage aloud, rereading and fixing words that do not fit the sentence independently with at least 97% accuracy on words read in a grade-level passage, with self-corrected words counted as correct, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
| 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.