Read a passage aloud at a controlled rate
When to use this goal
For students who read aloud too quickly for their speech system to keep up, so words blur together. Present levels decide fit. Use passages at or below the student's reading level so the focus is speech, not decoding.
- Baseline
- Record two passages and score them on the rubric. Words per minute can be noted for interest, but the rubric is the measure: the right rate is the one that keeps speech clear.
- Tips
- This is not a reading fluency goal; do not compare to fluency norms. Students can mark their own phrase breaks as the skill grows. Recordings let the student hear the difference.
- Limits
- Reading level affects rate; keep passages easy. The rubric is perceptual. A student with fluency (stuttering) needs belongs in speech-fluency.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-026.
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Goal
By the annual IEP review date, given a 100- to 150-word passage at or below the student's independent reading level, marked with slash marks at phrase breaks, the student will read the passage aloud, pausing at phrase breaks and keeping a rate that keeps every syllable clear independently, earning a score of at least 7 out of 9 on a 3-row reading-aloud rate rubric scored 0 to 3 per row, across 3 consecutive therapy sessions, 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 Motor Speech (Apraxia & Dysarthria).
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
- Speech & Language - Motor Speech (Apraxia & Dysarthria)
- Baseline
- 3 out of 9 rubric points.
- Annual goal495 characters
- By the annual IEP review date, given a 100- to 150-word passage at or below the student's independent reading level, marked with slash marks at phrase breaks, the student will read the passage aloud, pausing at phrase breaks and keeping a rate that keeps every syllable clear independently, earning a score of at least 7 out of 9 on a 3-row reading-aloud rate rubric scored 0 to 3 per row, across 3 consecutive therapy sessions, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 100- to 150-word passage at or below the student's independent reading level, marked with slash marks at phrase breaks
- Behavior
- The student will read the passage aloud, pausing at phrase breaks and keeping a rate that keeps every syllable clear independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row reading-aloud rate rubric scored 0 to 3 per row, across 3 consecutive therapy sessions
- 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 7 out of 9 on a 3-row reading-aloud rate rubric scored 0 to 3 per row
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a 100- to 150-word passage at or below the student's independent reading level, marked with slash marks at phrase breaks, the student will read the passage aloud, pausing at phrase breaks and keeping a rate that keeps every syllable clear independently, earning a score of at least 7 out of 9 on a 3-row reading-aloud rate rubric scored 0 to 3 per row, across 3 consecutive therapy sessions, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Pauses at phrase breaks | Rate slow enough that syllables are not dropped or blurred | Listener can follow the passage without a copy | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row reading-aloud rate 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.