Schwa in long multisyllabic words
When to use this goal
For middle and high school students who decode syllables correctly but then cannot recognize words like chocolate, separate, or elephant because they say every vowel fully. Present levels should show syllable division is in place.
- Baseline
- Use words in the student's spoken vocabulary. Note whether the problem is the schwa or the stress.
- Tips
- Follows the two-syllable schwa template. Teach flexing as a normal step that skilled readers also use.
- Limits
- Works only for words the student knows orally.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-065.
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Goal
By the annual IEP review date, given 15 printed words of three or more syllables with a schwa in at least one syllable, the student will read each word aloud, adjusting the unstressed vowel to a schwa so it sounds like the real word independently with at least 85% accuracy on long words with schwa read correctly, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
Baseline: 35% 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. Curriculum-based measurement 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 Phonics & Decoding.
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
- Reading - Phonics & Decoding
- Baseline
- 35% accuracy.
- Annual goal431 characters
- By the annual IEP review date, given 15 printed words of three or more syllables with a schwa in at least one syllable, the student will read each word aloud, adjusting the unstressed vowel to a schwa so it sounds like the real word independently with at least 85% accuracy on long words with schwa read correctly, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 15 printed words of three or more syllables with a schwa in at least one syllable
- Behavior
- The student will read each word aloud, adjusting the unstressed vowel to a schwa so it sounds like the real word independently
- Criteria
- With at least 85% accuracy on long words with schwa read correctly, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Curriculum-based measurement probes
- 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 long words with schwa read correctly
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given 15 printed words of three or more syllables with a schwa in at least one syllable, the student will read each word aloud, adjusting the unstressed vowel to a schwa so it sounds like the real word independently with at least 85% accuracy on long words with schwa read correctly, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes 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.