Reading fluency IEP goals

By the annual review date, when given an unpracticed third-grade-level passage, [Student] will read aloud for one minute at 90 words correct per minute with 95% accuracy, as measured by weekly one-minute curriculum-based measurement probes.

By the annual review date, when given a sixth-grade-level informational passage read cold, [Student] will read aloud at 110 words correct per minute, as measured by weekly one-minute timed readings on unpracticed informational text.

By the annual review date, when reading a third-grade-level passage aloud, [Student] will read words correctly with 95% accuracy across three consecutive readings, as measured by running records taken weekly.

By the annual review date, while reading third-grade-level text aloud, [Student] will independently reread and self-correct errors that change meaning in 4 of 5 observed reading sessions, as measured by running records with self-correction ratio noted.

By the annual review date, when reading a practiced sixth-grade-level passage aloud, [Student] will read in phrases and observe punctuation, scoring 3 or 4 on a four-point fluency rubric in 4 of 5 readings, as measured by a four-point expression rubric scored by the teacher.

By the annual review date, when shown high-frequency words on flashcards for three seconds each, [Student] will read 100 high-frequency words correctly without sounding them out, as measured by a weekly timed word list.

By the annual review date, when given a list of grade-level high-frequency words, [Student] will read 60 words per minute correctly, as measured by weekly one-minute word-list probes.

By the annual review date, when given a list of unfamiliar decodable nonsense words, [Student] will produce 50 correct letter sounds per minute, as measured by weekly nonsense word fluency probes.

By the annual review date, after reading a third-grade-level passage aloud, [Student] will retell what was read including 6 relevant details in sequence, as measured by weekly retell checklists scored during progress monitoring.

By the annual review date, during independent reading, [Student] will read sixth-grade-level text continuously for 20 minutes without redirection, as measured by a timer and teacher-collected stamina log.

By the annual review date, after three practice readings of a third-grade-level passage, [Student] will read the passage aloud at 100 words correct per minute, as measured by repeated reading charts kept for each passage.

By the annual review date, when reading sixth-grade-level text aloud, [Student] will read multisyllabic words correctly with 90% accuracy, as measured by error analysis of weekly oral reading records.

By the annual review date, when reading aloud from third-grade-level text, [Student] will pause at commas and stop at end punctuation with 90% accuracy across a 100-word sample, as measured by a marked reading copy scored weekly.

By the annual review date, when reading ninth-grade-level text silently, [Student] will read at 150 words per minute while answering three comprehension questions correctly, as measured by timed silent reading with a three-question check, weekly.

By the annual review date, during small-group reading, [Student] will volunteer to read aloud a passage of at least three sentences in 4 of 5 sessions, as measured by a participation tally kept during small-group reading.

By the annual review date, when given decodable text containing taught phonics patterns, [Student] will read aloud at 60 words correct per minute with 95% accuracy, as measured by weekly timed decodable passage probes.

By the annual review date, when reading aloud, [Student] will notice and repair errors that break meaning, leaving no more than five uncorrected meaning-changing errors per 100 words, reaching 92% accuracy on repaired reading, as measured by running records annotated for uncorrected errors.

By the annual review date, when given an unpracticed passage from a ninth-grade-level science or social studies text, [Student] will read aloud at 125 words correct per minute, as measured by monthly content-area fluency probes.

By the annual review date, when [Student] meets an unfamiliar word while reading aloud, they will apply a decoding strategy and continue reading with no adult prompting, as measured by a prompting-level data sheet kept during reading instruction.

By the annual review date, after each timed reading, [Student] will chart their own words-correct-per-minute score and state whether it rose or fell in 5 of 5 sessions, as measured by the student-kept fluency chart, reviewed weekly.

By the annual review date, when shown upper- and lowercase letters in random order, [Student] will name 45 letters per minute correctly, as measured by weekly letter naming fluency probes.

By the annual review date, when given a list of common phrases, [Student] will read 25 phrases per minute correctly as whole units rather than word by word, as measured by weekly timed phrase-list probes.

By the annual review date, when assigned course reading, [Student] will choose and use an appropriate reading support — audio text, a reading guide, or chunked text — and complete the reading in 4 of 5 assignments, as measured by an assignment completion log kept by the case manager.