Reading Fluency IEP goals for high school (grades 9 to 12)
24 of the reading fluency templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
24 templates · 1 skill · 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.
Read connected text accurately
Oral reading accuracy
By the annual IEP review date, given an unpracticed passage at the student's instructional level, the student will read the passage aloud independently with at least 96% accuracy on words read in the passage, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Read aloud with phrasing and expression
Prosody
By the annual IEP review date, given a previously practiced instructional-level passage, the student will read the passage aloud with phrasing and expression that match the punctuation and meaning independently, earning a score of at least 9 out of 12 on a 4-row oral reading prosody rubric scored 0–3 per row, on 3 of 4 consecutive scored readings, as measured by a defined scoring rubric collected every two weeks.
Self-correct meaning-changing errors
Self-correction
By the annual IEP review date, during oral reading of an unpracticed instructional-level passage, the student will stop and self-correct a misread word that changes the meaning of the sentence independently in at least 6 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Complete a repeated-reading fluency routine
Repeated-reading routine
By the annual IEP review date, during a scheduled independent fluency practice session with a prepared passage, timer, and graph, the student will complete the repeated-reading fluency practice routine using a written step checklist, performing at least 7 of 8 steps independently, across 3 consecutive practice sessions, as measured by a task-analysis checklist collected twice 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.
High school reading fluency goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
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 8 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 5 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
Frequently asked questions
How do reading fluency goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.