Give both the name and the sound of a letter
When to use this goal
For students who are learning names and sounds at the same time, as many phonics programs teach them, and whose inventory shows gaps in both. Base the choice on a combined inventory; use separate name and sound goals if one is already secure.
- Baseline
- Score each letter on two parts and chart them separately as well as combined; a letter counts toward this goal only when both parts are correct. Most students know more names than sounds, so expect the combined score to track the sound score. Keep the 20 letters constant for the annual goal, drawn from the program's teaching order.
- Tips
- Matches the daily letter-sound drill used in many structured literacy programs, so data collection fits into the lesson. Keep a letter-by-letter chart to guide which letters stay in the practice deck. Transition to a timed letter-sound probe once the set is accurate.
- Limits
- Combining two skills in one score hides which one is lagging; always keep the separate tallies. The score moves 5 points per letter. Vowels and letters with two sounds need a scoring rule stated in advance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-let-021.
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Goal
By the annual IEP review date, given 20 lowercase letter cards shown one at a time in random order, the student will say the letter's name and then its most common sound independently with at least 85% accuracy on letters with both name and sound correct, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 25% 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
- 25% accuracy.
- Annual goal351 characters
- By the annual IEP review date, given 20 lowercase letter cards shown one at a time in random order, the student will say the letter's name and then its most common sound independently with at least 85% accuracy on letters with both name and sound correct, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 lowercase letter cards shown one at a time in random order
- Behavior
- The student will say the letter's name and then its most common sound independently
- Criteria
- With at least 85% accuracy on letters with both name and sound correct, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- 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 85% accuracy on letters with both name and sound correct
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 20 lowercase letter cards shown one at a time in random order, the student will say the letter's name and then its most common sound independently with at least 85% accuracy on letters with both name and sound correct, across 3 consecutive sessions, as measured by opportunity-by-opportunity data 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.