Correct misspellings with spell check
When to use this goal
For students who type their writing and leave spell-check flags or pick the wrong suggestion. Present levels in reading the suggestion list decide fit; text-to-speech on suggestions helps.
- Baseline
- Count flagged words in three drafts and how many the student changed to the intended word. Note wrong-suggestion picks.
- Tips
- Very poor spellings get no useful suggestions; word prediction may help those students more.
- Limits
- Spell check misses real-word errors (their, there). 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-017.
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Goal
By the annual IEP review date, given a typed draft of their own with spelling errors flagged by spell check, the student will open each flagged word, listen to or read the suggestions, and choose the correct word independently with at least 85% accuracy on flagged words corrected to the intended word, in 3 of 4 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
Baseline: 45% 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
- 45% accuracy.
- Annual goal413 characters
- By the annual IEP review date, given a typed draft of their own with spelling errors flagged by spell check, the student will open each flagged word, listen to or read the suggestions, and choose the correct word independently with at least 85% accuracy on flagged words corrected to the intended word, 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
- Given a typed draft of their own with spelling errors flagged by spell check
- Behavior
- The student will open each flagged word, listen to or read the suggestions, and choose the correct word independently
- Criteria
- With at least 85% accuracy on flagged words corrected to the intended word, 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 85% accuracy on flagged words corrected to the intended word
- 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, given a typed draft of their own with spelling errors flagged by spell check, the student will open each flagged word, listen to or read the suggestions, and choose the correct word independently with at least 85% accuracy on flagged words corrected to the intended word, 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.