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Collecting Data for Reading and Math Goals
When establishing reading and math goals, it is important to collect data to determine a baseline and monitor progress. Data can be collected using fluency probes, MAZE probes for comprehension, word lists, timed math computation probes (such as mad minutes), and math concepts and applications assessments. Data can also be gathered using standardized assessments, such as the Woodcock-Johnson III (W-J III) or Wechsler Individual Achievement Test (WIAT III); but since these assessments should not be given more than once per year, they should be used in conjunction with standards and curriculum based assessments, not in lieu of.
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Reading Fluency and Comprehension
Using data obtained from reading probes, curriculum based assessments, standardized assessments, and other data collection tools, the following measurable examples of goals and objectives can be used with students who have learning disabilities in the areas of reading fluency and reading comprehension.
1. Reading Fluency
- Given a timed (one minute) unrehearsed reading probe at the _____ grade level, the student will move from improve his oral reading fluency from a baseline of (insert current number of words read accurately per minute) to (insert anticipated number of words read correctly) on two out of three consecutive probes.
- When presented with a list of Dolch sight words (or insert list student's school uses), the student will be able to read independently (insert percentage anticipated) of the words. His current baseline is (insert current percentage correctly read).
- Given a series of curriculum based reading probes measuring the ability to decode words in text fluency, the student will increase his oral reading fluency from (current number of words per minute) at the (instructional grade level) to (anticipated number of words per minute) at the (anticipated grade level).
2. Reading Comprehension
- Given a (insert grade level child reads at) grade level reading passage, the student will correctly respond to (anticipated percentage correct) of comprehension questions from a current baseline of (current percentage correct) on two out of three assessments.
- Given five grade level reading passages, the student will correctly identify the main idea for four out of five from a current baseline of (current percentage correct).
- Given specially designed instruction and reading material at his instructional level (provide instructional level), the student will demonstrate understanding of the materials by obtaining at least a 75% (or rubric score of 3-Proficient), on three out of four reading comprehension probes.
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Data should be regularly collected from timed probes, curriculum based and standardized tests, and other formative and summative assessments to establish baselines and set achievable goals.
1. Math Computation
- Given weekly timed math probes at the (current grade level), the student will improve from (current number of digits correct) to (anticipated number of digits correct) on two out of three opportunities.
- On a series of probes representing (grade level) mathematics computation problems, the student will correctly compute (anticipated number) digits correct, increasing from (current number) digits correct on three consecutive weekly probes.
2. Math Concepts and Application
- Given weekly timed math concepts and application probes at the (current grade level), the student will improve from (baseline) problems to correct to (anticipated) problems correct.
- Given various combinations of coins, the students will count and identify amounts up to (predicted amount) with an accuracy of (predicted percentage correct).
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The information in this article is from the author's professional experience.
Reading and Math IEP Goals for Students With Disabilities
Sample IEP goals for primary students with learning disabilities.