Reading IEP goals for Other Health Impairment
15 reading templates across 5 skills: reading fluency, phonics & decoding, sight word recognition, vocabulary, reading comprehension. Each opens in the builder with a matching data sheet.
15 templates · 5 skills · K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Reading Fluency Reading
Read an unpracticed passage aloud (words correct per minute)
Oral reading rate
By the annual IEP review date, given an unpracticed passage at the student's instructional level, the student will read the passage aloud for 1 minute independently at a rate of at least 72 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Sustain independent reading
Reading stamina
By the annual IEP review date, during independent reading time with an assigned or self-selected text at the student's independent or instructional level, the student will read the text continuously, turning pages or scrolling at a reading pace independently for at least 12 minutes, on 4 of 5 observed days, as measured by duration recording collected twice weekly.
Phonics & Decoding Reading
Decode unfamiliar words in a textbook passage
Decoding in content-area text
By the annual IEP review date, given an unpracticed 150- to 200-word passage from a current content-area textbook with 15 unfamiliar multisyllabic words marked on the examiner copy, the student will read the passage aloud, reading each marked word correctly or correcting it within the sentence independently with at least 85% accuracy on marked multisyllabic words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Check a decoded word with text-to-speech and reread
Checking decoding with technology
By the annual IEP review date, during independent reading of a digital course text, when the student meets an unfamiliar word, the student will try to decode the word aloud, play the word with text-to-speech, and reread the sentence with the correct word independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by direct observation collected weekly.
Sight Word Recognition Reading
Read the words on common forms and product labels
Words on forms and labels
By the annual IEP review date, given 20 words and phrases that recur on forms (signature, date of birth, employer, emergency contact, print, check one), the student will read each word or phrase aloud and say what it is asking for or telling the reader independently with at least 90% accuracy on form and label words, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Vocabulary Reading
Explain job-specific and technical terms
Technical and workplace vocabulary
By the annual IEP review date, given 10 terms from the student's career-technical course or job site, presented in print, the student will state what each term means and when it is used on the job independently with at least 85% accuracy on technical terms, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Reading Comprehension Reading
Answer questions about grade-level text heard aloud
Comprehension of grade-level text with access supports
By the annual IEP review date, given a grade-level text presented through text-to-speech or read aloud by an adult, followed by 10 literal and inferential questions, the student will answer each question orally or in writing independently with at least 80% accuracy on comprehension questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Phonological awareness, decoding, fluency, comprehension, and vocabulary. Other Health Impairment covers conditions that limit strength, vitality, or alertness, including ADHD, epilepsy, diabetes, and many chronic illnesses. The goals below address the school effects teams see most: attention, work completion, organization, and self-advocacy about health needs.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 6 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 2 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
What conditions fall under Other Health Impairment?
IDEA lists examples such as asthma, ADHD, diabetes, epilepsy, heart conditions, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome. The condition must adversely affect educational performance for the student to qualify.
What goals are common under OHI?
Executive function goals (task initiation, sustained attention, assignment completion), organization and self-monitoring, and self-advocacy goals such as requesting a break or communicating a health need. Academic goals are added when assessment shows a need.
How are reading goals measured for students with other health impairment?
With the same measures as any reading goal: accuracy on word lists for decoding, words correct per minute on an unpracticed passage for fluency, and percent of questions answered or a rubric for comprehension. The disability informs the supports and conditions, not the measure.
Which reading skill should the goal target first?
The one the evaluation shows is limiting progress. Foundational skills (phonological awareness, decoding) usually come before fluency, and fluency before comprehension goals that depend on it, but assessment, not sequence, decides.
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