Solo reading after an audio read-along
When to use this goal
For high school students who read slowly and benefit from hearing fluent reading, and who can practice on their own with headphones. Audio-assisted reading lets older students practice without an adult model in the room. Passage level comes from present levels.
- Baseline
- Record a cold reading before the read-along and the solo reading after it for several sessions. The difference shows the gain from the model. Check the student actually follows the text during read-along, for example by stopping the audio and asking for the next word.
- Tips
- Teacher-recorded or text-to-speech audio both work; human recordings model phrasing better. Pair with a cold-read goal on new text to show transfer.
- Limits
- Scores after a model are higher than cold reads. Some students listen without following the print; build in a check.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-053.
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Goal
By the annual IEP review date, after reading along silently twice with a recorded fluent reading of an instructional-level passage, the student will independently read the passage aloud for 1 minute without the audio at a rate of at least 115 words correct per minute, in 4 of 5 consecutive practice sessions, as measured by timed probes collected twice weekly.
Baseline: 82 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
- 82 words correct per minute.
- Annual goal361 characters
- By the annual IEP review date, after reading along silently twice with a recorded fluent reading of an instructional-level passage, the student will independently read the passage aloud for 1 minute without the audio at a rate of at least 115 words correct per minute, in 4 of 5 consecutive practice sessions, as measured by timed probes collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After reading along silently twice with a recorded fluent reading of an instructional-level passage
- Behavior
- The student will independently read the passage aloud for 1 minute without the audio
- Criteria
- At a rate of at least 115 words correct per minute, in 4 of 5 consecutive practice sessions
- Evaluation method
- Timed probes
- Schedule
- Twice 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 115 words correct per minute
- Mastery rule:
- in 4 of 5 consecutive practice sessions
- Collection schedule:
- twice weekly
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, after reading along silently twice with a recorded fluent reading of an instructional-level passage, the student will independently read the passage aloud for 1 minute without the audio at a rate of at least 115 words correct per minute, in 4 of 5 consecutive practice sessions, as measured by timed probes collected twice 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.