Percent accuracy answers one question: of the items the student tried, how many were correct? It fits skills with clear right and wrong answers, like words read, problems solved, or questions answered.
1413 templates in the library use percent accuracy, across 72 skills. Each prints the accuracy tracker.
Speech sound productions in a set of trials at the word or sentence level
Knowledge checks with a fixed item set, such as map questions or vocabulary
Not for behavior: staying on task, calling out, or safety are not right-or-wrong items and need duration, frequency, or opportunities
How to record it
Choose a fixed item set at the goal's level, such as 10 two-step equations or 20 CVC words.
Give the items under the goal's condition, with only the supports the goal names.
Mark each item correct or incorrect as the student answers, and note any prompt given.
Count items attempted and items correct; skipped items are left out of the denominator unless the condition defines a fixed set.
Divide correct by attempted and record the percent with the date and support level.
Writing the criterion and mastery rule
State the item type and set size in the condition: "given 10 unpracticed two-digit subtraction problems".
Write the criterion as "with at least N% accuracy" and set N from the baseline, not from habit.
Pair it with a mastery rule such as "in 3 of 4 consecutive weekly probes".
Name tools that are allowed (calculator, word bank) so every probe uses the same condition.
Common mistakes
Writing "80% accuracy across 3 trials" for every goal without checking the baseline.
Using percent accuracy for behavior, such as "will stay in seat with 80% accuracy".
Changing the item difficulty from probe to probe, so the percent no longer compares.
Using very small sets, like 4 items, where one error moves the score 25 points.
Goal examples measured this way
Numbers are illustrative. Set targets from the student's own baseline data.
Articulation
Produce the target sound correctly in single words
By the annual IEP review date, given 20 picture or word cards containing To choose for the student: the target sound (such as /r/) in the initial, medial, and final word positions, the student will produce the target sound correctly in single words independently with at least 80% accuracy on target-sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
By the annual IEP review date, given 10 area or set models showing fractions with denominators of 2, 3, 4, 6, and 8, the student will write the fraction that names the shaded part of each model independently with at least 80% accuracy on fraction models, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Tell time to the hour and half hour on an analog clock
By the annual IEP review date, given 10 analog clock faces showing times to the hour and half hour, the student will say or write the time shown on each clock independently with at least 90% accuracy on clock readings, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
By the annual IEP review date, given a list of 20 unfamiliar one-syllable words mixing closed-syllable (CVC, CCVC, CVCC) and silent-e (CVCe) patterns, the student will read each word aloud independently with at least 90% accuracy on the word list, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
By the annual IEP review date, given 10 dictated unpracticed one-syllable short-vowel words with consonant blends and digraphs, the student will spell each dictated word in writing independently with at least 80% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
By the annual IEP review date, given 10 oral directions of up to three steps containing basic concepts (such as under, behind, between, first, last, same, different) using familiar objects, the student will follow each direction by carrying out every step correctly and in the stated order independently with at least 80% accuracy on directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Only if the baseline and the skill support it. Some skills, like safety knowledge or letter sounds, need a higher target, and some new skills need a lower first target. Set the number from the student's baseline and how quickly similar students grow.
How many items should a percent accuracy probe have?
Ten to twenty items is a common range. Fewer items make each error swing the score a lot, and more items take time away from teaching.
Do skipped items count against the student?
By default, accuracy uses attempted items as the denominator. If the goal names a fixed set ("given 20 problems"), every item counts, so say which one you mean in the condition.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.