Name a letter within 2 seconds of seeing it
When to use this goal
For students who eventually name every letter but need several seconds for some, which slows word reading. Base the choice on response-time data, not accuracy. A rate probe is an alternative when timing each card is impractical.
- Baseline
- Time from the moment the card is visible to the start of the response, for each letter, over three sessions. Use the median of correct responses and record accuracy beside it so speed does not come at the cost of errors. Note which letters take longest; those are the ones to drill.
- Tips
- A good fit once accuracy is above about 90 percent. A flashcard app with response timing makes recording practical. The slow letters usually include those taught last or confusable pairs; use the data to shorten the practice set.
- Limits
- Hand-timing to the second is imprecise; an app or a consistent rule (count silently to two) helps. Latency on cards does not show letter reading inside words. Some students respond slowly for reasons unrelated to retrieval, such as speech planning.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-let-017.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 20 lowercase letter cards shown one at a time, the student will respond to each letter by saying its name independently within 2 seconds, across 3 consecutive sessions, using the median response time of correct responses, as measured by latency recording collected weekly.
Baseline: 4 seconds.
- 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. Latency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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
- 4 seconds.
- Annual goal309 characters
- By the annual IEP review date, given 20 lowercase letter cards shown one at a time, the student will respond to each letter by saying its name independently within 2 seconds, across 3 consecutive sessions, using the median response time of correct responses, as measured by latency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 lowercase letter cards shown one at a time
- Behavior
- The student will respond to each letter by saying its name independently
- Criteria
- Within 2 seconds, across 3 consecutive sessions, using the median response time of correct responses
- Evaluation method
- Latency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 2 seconds
- Mastery rule:
- across 3 consecutive sessions, using the median response time of correct responses
- Collection schedule:
- weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, given 20 lowercase letter cards shown one at a time, the student will respond to each letter by saying its name independently within 2 seconds, across 3 consecutive sessions, using the median response time of correct responses, as measured by latency recording collected weekly.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.