Match uppercase letters to lowercase letters
When to use this goal
For students who recognize one case but do not connect it to the other, which shows up when they can read a word in capitals but not in lowercase. Base the choice on a matching check.
- Baseline
- Test all 26 pairs over two sessions and sort them into three groups: pairs that look alike (Cc, Oo, Ss), pairs that differ (Aa, Ee, Gg, Rr), and pairs the student already matches. Build the 10-item probe sets so each contains some of each group. Note whether errors cluster on the pairs that differ.
- Tips
- Matching is a good step for students who are not yet naming lowercase letters because it does not require speech. Rotate which 10 letters appear so the student meets all 26 across a week. The worksheet condition gives a permanent product for the file.
- Limits
- Matching can be done by elimination when the field is small; use mixed sets of 10 and shuffle. It does not show letter naming or sounds. Letters with multiple printed forms (a, g) should be shown in the form used in the student's books.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-let-005.
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Goal
By the annual IEP review date, given 10 uppercase letter cards and a row of the 10 matching lowercase letter cards in mixed order, the student will place each uppercase letter on or next to its lowercase partner independently with at least 90% accuracy on letter pairs, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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 goal371 characters
- By the annual IEP review date, given 10 uppercase letter cards and a row of the 10 matching lowercase letter cards in mixed order, the student will place each uppercase letter on or next to its lowercase partner independently with at least 90% accuracy on letter pairs, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 uppercase letter cards and a row of the 10 matching lowercase letter cards in mixed order
- Behavior
- The student will place each uppercase letter on or next to its lowercase partner independently
- Criteria
- With at least 90% accuracy on letter pairs, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 letter pairs
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 uppercase letter cards and a row of the 10 matching lowercase letter cards in mixed order, the student will place each uppercase letter on or next to its lowercase partner independently with at least 90% accuracy on letter pairs, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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.