Change one sound at a time in a word chain
When to use this goal
For older students whose decoding and spelling are still inaccurate and whose assessment shows weak advanced phonemic skills, especially with blends and vowels. Chaining is an efficient manipulation task for secondary students because it moves fast and uses age-neutral words. Base the choice on a manipulation probe.
- Baseline
- Run two or three chains of 10 steps that each change sounds in the first, last, and middle positions, and record which positions and which change types (substitute, add, delete) fail. Use nonsense words in some steps to prevent guessing a real word. Score each step on its own so one error does not spoil the rest of the chain.
- Tips
- A good fit for middle and high school students who read slowly and do not retain words after several exposures, since the task is quick and does not feel childish. The tile condition links sounds to spelling positions. Keep sessions short and brisk.
- Limits
- Each step depends on the one before, so define whether a step is scored against the student's previous answer or the intended word. Working memory affects performance. This is an oral task; transfer to decoding and spelling must be measured separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-016.
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Goal
By the annual IEP review date, given a spoken starting word and a series of 10 oral directions to change, add, or remove one sound to make the next word, the student will say the new word after each change independently with at least 90% accuracy on chain steps, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected 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 Phonological Awareness.
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 - Phonological Awareness
- Baseline
- 40% accuracy.
- Annual goal364 characters
- By the annual IEP review date, given a spoken starting word and a series of 10 oral directions to change, add, or remove one sound to make the next word, the student will say the new word after each change independently with at least 90% accuracy on chain steps, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a spoken starting word and a series of 10 oral directions to change, add, or remove one sound to make the next word
- Behavior
- The student will say the new word after each change independently
- Criteria
- With at least 90% accuracy on chain steps, in 3 of 4 consecutive weekly probes
- 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 90% accuracy on chain steps
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a spoken starting word and a series of 10 oral directions to change, add, or remove one sound to make the next word, the student will say the new word after each change independently with at least 90% accuracy on chain steps, in 3 of 4 consecutive weekly probes, 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.