Sort letters from numbers and shapes
When to use this goal
For students in the earliest stage of print awareness who treat all marks on a page the same way. Base the choice on an informal sort; this goal usually comes before letter naming and is often needed in preschool programs.
- Baseline
- Give the 12-card sort two or three times with the cards shuffled. Record which items are mis-sorted; numerals that look like letters (0, 1, 5) and shapes with straight lines are the usual confusions. Check that the student can sort by a simpler property (color) first so the task itself is understood.
- Tips
- A quick goal that establishes the concept of a letter before naming begins. Use real print in the second condition so the skill connects to books and signs. Teaching the words letter and number explicitly helps.
- Limits
- Many students pick this up without a goal; use it only when present levels show the gap. Sorting does not show letter naming. With only 12 items, each error is about 8 percentage points.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-let-007.
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Goal
By the annual IEP review date, given a mixed set of 12 cards showing letters, numerals, and simple shapes, the student will sort the cards into letters and not-letters independently with at least 90% accuracy on sorted items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal327 characters
- By the annual IEP review date, given a mixed set of 12 cards showing letters, numerals, and simple shapes, the student will sort the cards into letters and not-letters independently with at least 90% accuracy on sorted items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a mixed set of 12 cards showing letters, numerals, and simple shapes
- Behavior
- The student will sort the cards into letters and not-letters independently
- Criteria
- With at least 90% accuracy on sorted items, 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 sorted items
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a mixed set of 12 cards showing letters, numerals, and simple shapes, the student will sort the cards into letters and not-letters independently with at least 90% accuracy on sorted items, 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.