Arrange letters in alphabetical order
When to use this goal
For students who name letters but cannot place them in sequence, which matters for using word walls, dictionaries, and class lists. Base the choice on a sequencing check; reciting the alphabet song is not the same skill and does not count.
- Baseline
- Watch the student build a full alphabet arc twice and time it informally. Record which letters are placed correctly without saying the alphabet from the start, and where the student loses the sequence (often after g or after p). Check that letter naming is secure first.
- Tips
- Daily arc building is a quick warm-up that doubles as data collection. Move to alphabetizing words by first letter once the sequence is steady. The next-letter condition targets retrieval from any point rather than from the start.
- Limits
- Placing tiles on an arc can be done by matching printed guides if they are present; use a blank arc for data. Sequence knowledge is a support skill, not a reading skill, so keep it as a short-term goal. Timing is informal here; add a rate goal only if speed matters for a specific task.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-let-014.
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Goal
By the annual IEP review date, given 10 random lowercase letter tiles and an alphabet arc mat with the letters' positions blank, the student will place each letter in its correct position on the arc independently with at least 90% accuracy on letters placed in order, 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 goal369 characters
- By the annual IEP review date, given 10 random lowercase letter tiles and an alphabet arc mat with the letters' positions blank, the student will place each letter in its correct position on the arc independently with at least 90% accuracy on letters placed in order, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 random lowercase letter tiles and an alphabet arc mat with the letters' positions blank
- Behavior
- The student will place each letter in its correct position on the arc independently
- Criteria
- With at least 90% accuracy on letters placed in order, 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 letters placed in order
- 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 random lowercase letter tiles and an alphabet arc mat with the letters' positions blank, the student will place each letter in its correct position on the arc independently with at least 90% accuracy on letters placed in order, 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.