High-interest passage at instructional level
When to use this goal
For middle school students reading several years below grade, for whom elementary leveled passages are a poor fit. Use high-interest passages written for older readers at the student's instructional level (often second to fourth grade readability). Present levels set the level, not age or grade.
- Baseline
- Check readability with one formula for all passages, and take the median of three. Note whether interest in the topic changes the score; a student who reads much faster on preferred topics may benefit from choice.
- Tips
- Respectful materials matter: students who are reading far below grade can still read about topics their peers read about. Teacher-written passages work well. Offer a choice of two topics.
- Limits
- High-interest passages are not standardized, so scores vary more than with a published probe set. Readability formulas miss vocabulary difficulty.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-048.
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Goal
By the annual IEP review date, given an unpracticed high-interest passage written for older readers at the student's instructional level (such as a short sports, music, or science feature), the student will read the passage aloud for 1 minute independently at a rate of at least 75 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Baseline: 48 words correct per minute.
- 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. Oral reading fluency (WCPM) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Timed probes gives oral reading fluency (WCPM) 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
- 48 words correct per minute.
- Annual goal390 characters
- By the annual IEP review date, given an unpracticed high-interest passage written for older readers at the student's instructional level (such as a short sports, music, or science feature), the student will read the passage aloud for 1 minute independently at a rate of at least 75 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed high-interest passage written for older readers at the student's instructional level (such as a short sports, music, or science feature)
- Behavior
- The student will read the passage aloud for 1 minute independently
- Criteria
- At a rate of at least 75 words correct per minute, in 3 of 4 consecutive weekly probes
- Evaluation method
- Timed probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Reading fluency tracker. Records words attempted, errors and time.
Reading fluency tracker
Oral reading fluency (WCPM)- Student label:
- Target:
- at a rate of at least 75 words correct per minute
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given an unpracticed high-interest passage written for older readers at the student's instructional level (such as a short sports, music, or science feature), the student will read the passage aloud for 1 minute independently at a rate of at least 75 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
| Date | Passage / level | Words attempted | Errors | Time (sec) | WCPM(attempted − errors) ÷ minutes | Accuracy %(attempted − errors) ÷ attempted × 100 | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use unpracticed passages of comparable difficulty and the same administration directions each time.
- WCPM = (words attempted − errors) ÷ (seconds ÷ 60). For a 1-minute timing, WCPM = words attempted − errors.
- Accuracy = (words attempted − errors) ÷ words attempted × 100.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.