Test questions and answer choices read aloud
When to use this goal
For students who miss test items because they misread the question or a key word in the answer choices (not, except, most likely). The items should come from content the student has been taught; present levels decide the reading level.
- Baseline
- Mark errors on a copy and flag those that would change the answer (missing not, misreading a number). Report both overall accuracy and the count of meaning-changing errors. Note if the student skips reading all the choices.
- Tips
- Fits students who do not qualify for, or choose not to use, a read-aloud accommodation, or who are moving toward reading items themselves. Practice items, not live tests, provide the data.
- Limits
- Reading items accurately does not mean answering correctly. Test language is a genre of its own; scores on test items may not reflect other reading.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-045.
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Goal
By the annual IEP review date, given 10 unpracticed multiple-choice questions from a current content-area unit, the student will read each question stem and every answer choice aloud, including key words such as not, except, and best independently with at least 98% accuracy on words read in question stems and answer choices, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
Baseline: 88% 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
- 88% accuracy.
- Annual goal443 characters
- By the annual IEP review date, given 10 unpracticed multiple-choice questions from a current content-area unit, the student will read each question stem and every answer choice aloud, including key words such as not, except, and best independently with at least 98% accuracy on words read in question stems and answer choices, 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 10 unpracticed multiple-choice questions from a current content-area unit
- Behavior
- The student will read each question stem and every answer choice aloud, including key words such as not, except, and best independently
- Criteria
- With at least 98% accuracy on words read in question stems and answer choices, 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 98% accuracy on words read in question stems and answer choices
- 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 10 unpracticed multiple-choice questions from a current content-area unit, the student will read each question stem and every answer choice aloud, including key words such as not, except, and best independently with at least 98% accuracy on words read in question stems and answer choices, 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.