Flex ea and ow by sentence meaning
When to use this goal
For students who read the common sound of ea and ow but get stuck on head, bread, cow, or town, and do not try the other sound when a word makes no sense. Present levels, not grade, decide fit; the student needs to read the rest of each sentence well.
- Baseline
- Count a word correct when the final reading fits the sentence, whether the first try was right or the student switched. Note how many came from switching; that is the strategy being built.
- Tips
- Teach the more common sound first, then the flex. A spoken routine helps: try it, does it make sense, try the other sound. Students who already flex on their own may not need this goal.
- Limits
- Depends on reading the rest of the sentence well enough to check meaning. Does not capture flexing with other teams such as oo or ou.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-085.
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Goal
By the annual IEP review date, given 10 unpracticed sentences, each with one ea or ow word whose sound depends on the meaning (head and heat, snow and cow), the student will read the marked word, check it against the sentence, and switch to the other sound when the first try does not make sense independently in at least 8 of 10 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 3 of 10 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 3 of 10 opportunities.
- Annual goal446 characters
- By the annual IEP review date, given 10 unpracticed sentences, each with one ea or ow word whose sound depends on the meaning (head and heat, snow and cow), the student will read the marked word, check it against the sentence, and switch to the other sound when the first try does not make sense independently in at least 8 of 10 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 unpracticed sentences, each with one ea or ow word whose sound depends on the meaning (head and heat, snow and cow)
- Behavior
- The student will read the marked word, check it against the sentence, and switch to the other sound when the first try does not make sense independently
- Criteria
- In at least 8 of 10 opportunities, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 unpracticed sentences, each with one ea or ow word whose sound depends on the meaning (head and heat, snow and cow), the student will read the marked word, check it against the sentence, and switch to the other sound when the first try does not make sense independently in at least 8 of 10 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.