Name lowercase letters shown in random order
When to use this goal
For students who name most uppercase letters but whose inventory shows lowercase letters are not yet secure. Lowercase is what the student reads in text, so this goal matters once decoding instruction begins. Base the choice on the inventory.
- Baseline
- Inventory all 26 lowercase letters twice and chart confusions, especially b/d, p/q, and n/u. Check the uppercase inventory as well; if uppercase is also weak, start there or teach both forms of each letter together. Record whether the student names the letter by its uppercase partner first.
- Tips
- Teach the letters that look like their capitals first, then the ones that differ (a, e, g, r). The book condition connects the skill to real print once card naming is steady. Use the same font the student's reading materials use.
- Limits
- Lowercase letters have mirror-image pairs, so some errors are visual discrimination rather than naming; see the reversal template if b/d/p/q errors dominate. Accuracy on cards does not show speed, which a letter-naming fluency goal measures. Keep the font fixed so a changed a or g does not count as an error.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-let-003.
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Goal
By the annual IEP review date, given 26 lowercase letter cards shown one at a time in random order, the student will say the name of each letter independently with at least 90% accuracy on lowercase letters, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% 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. Opportunity (trial) recording 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 Letter Names & Sounds.
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 - Letter Names & Sounds
- Baseline
- 40% accuracy.
- Annual goal303 characters
- By the annual IEP review date, given 26 lowercase letter cards shown one at a time in random order, the student will say the name of each letter independently with at least 90% accuracy on lowercase letters, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 26 lowercase letter cards shown one at a time in random order
- Behavior
- The student will say the name of each letter independently
- Criteria
- With at least 90% accuracy on lowercase letters, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 lowercase letters
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 26 lowercase letter cards shown one at a time in random order, the student will say the name of each letter independently with at least 90% accuracy on lowercase letters, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
| 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.