Write the letter for a spoken sound
When to use this goal
For students who know letter sounds when shown the letter but cannot go the other way, from a heard sound to the written letter, which is what encoding needs. Base the choice on a sound-dictation check; older students with weak spelling sometimes need this step.
- Baseline
- Dictate the consonant sounds and short vowel sounds separately so you can see which group is weaker. Accept any letter that regularly makes the sound (c or k for /k/) and say so on the key. Keep the papers as the permanent product and chart errors by letter.
- Tips
- This is the encoding partner of the letter-sound goal and sets up spelling of CVC words. The magnetic-letter condition removes handwriting as a barrier. The first-letter-of-a-word condition connects the skill to early writing.
- Limits
- Sounds with more than one common spelling (/k/, /z/) need a scoring rule. Handwriting difficulty can hide letter-sound knowledge, so use letters or a keyboard when that is the case. Does not measure spelling of whole words.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-let-013.
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Goal
By the annual IEP review date, given 20 spoken single sounds, one at a time, and lined paper, the student will write the letter that makes each sound independently with at least 90% accuracy on sound dictation items, across 3 consecutive sessions, as measured by work-sample analysis collected weekly.
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. Work-sample analysis 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
- 35% accuracy.
- Annual goal301 characters
- By the annual IEP review date, given 20 spoken single sounds, one at a time, and lined paper, the student will write the letter that makes each sound independently with at least 90% accuracy on sound dictation items, across 3 consecutive sessions, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 spoken single sounds, one at a time, and lined paper
- Behavior
- The student will write the letter that makes each sound independently
- Criteria
- With at least 90% accuracy on sound dictation items, across 3 consecutive sessions
- Evaluation method
- Work-sample analysis
- 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 sound dictation items
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 20 spoken single sounds, one at a time, and lined paper, the student will write the letter that makes each sound independently with at least 90% accuracy on sound dictation items, across 3 consecutive sessions, as measured by work-sample analysis 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.