Write sentences with word prediction
When to use this goal
For students whose spelling blocks their writing and who can recognize the word they want from a short list. Present levels in reading the prediction list decide fit; text-to-speech on the list helps weaker readers.
- Baseline
- Compare spelling accuracy in typed writing samples with and without word prediction on similar tasks.
- Tips
- Teach the student to keep typing letters when the word is not in the list. Topic lists help in science and social studies.
- Limits
- Wrong word choices from the list can hide spelling gains. The AT specialist and team choose the tool from an AT assessment and trial data; the template measures what the student does with it, not the tool's quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-at-011.
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Goal
By the annual IEP review date, during a typed writing task, given word prediction with speech on the word list, the student will type the first letters of each hard word, listen to or read the prediction list, and choose the right word independently with at least 90% accuracy on words spelled correctly in the final draft, in 3 of 4 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
Baseline: 55% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Assistive Technology Use.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Vision, Hearing & Assistive Technology - Assistive Technology Use
- Baseline
- 55% accuracy.
- Annual goal434 characters
- By the annual IEP review date, during a typed writing task, given word prediction with speech on the word list, the student will type the first letters of each hard word, listen to or read the prediction list, and choose the right word independently with at least 90% accuracy on words spelled correctly in the final draft, in 3 of 4 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a typed writing task, given word prediction with speech on the word list
- Behavior
- The student will type the first letters of each hard word, listen to or read the prediction list, and choose the right word independently
- Criteria
- With at least 90% accuracy on words spelled correctly in the final draft, in 3 of 4 consecutive biweekly writing samples
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on words spelled correctly in the final draft
- Mastery rule:
- in 3 of 4 consecutive biweekly writing samples
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a typed writing task, given word prediction with speech on the word list, the student will type the first letters of each hard word, listen to or read the prediction list, and choose the right word independently with at least 90% accuracy on words spelled correctly in the final draft, in 3 of 4 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.