Map digraph words with fewer sounds than letters
When to use this goal
For students who think every letter is one sound, so they count four sounds in ship or spell it shp. Mapping digraph words shows that one sound can take two letters. Present levels should show solid CVC mapping.
- Baseline
- Score sounds-in-boxes and the sound and letter counts together. Note whether the student splits the digraph into two boxes.
- Tips
- Leads into vowel team and silent-e mapping. Pairs with the digraph decoding template.
- Limits
- Written mapping sheets add a writing load; tiles keep the focus on sounds.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-033.
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Goal
By the annual IEP review date, given a spoken word with a digraph (sh, ch, th, ck), sound boxes, and letter tiles including two-letter digraph tiles, the student will say each sound, place the letters for that sound in one box, and say how many sounds and letters the word has independently with at least 85% accuracy on digraph words mapped correctly, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal454 characters
- By the annual IEP review date, given a spoken word with a digraph (sh, ch, th, ck), sound boxes, and letter tiles including two-letter digraph tiles, the student will say each sound, place the letters for that sound in one box, and say how many sounds and letters the word has independently with at least 85% accuracy on digraph words mapped correctly, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a spoken word with a digraph (sh, ch, th, ck), sound boxes, and letter tiles including two-letter digraph tiles
- Behavior
- The student will say each sound, place the letters for that sound in one box, and say how many sounds and letters the word has independently
- Criteria
- With at least 85% accuracy on digraph words mapped correctly, 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 85% accuracy on digraph words mapped correctly
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a spoken word with a digraph (sh, ch, th, ck), sound boxes, and letter tiles including two-letter digraph tiles, the student will say each sound, place the letters for that sound in one box, and say how many sounds and letters the word has independently with at least 85% accuracy on digraph words mapped correctly, 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.