Find a word on the word wall
When to use this goal
For young writers who stop writing or ask an adult every time they need a high-frequency word that is posted on the word wall. Finding the word quickly keeps writing going. Fit depends on present levels showing the student knows first letters.
- Baseline
- Start timing when the student says or shows they need a word, and stop when they point to it on the wall. Record three to five instances per block and use the median. Note if the student asks an adult first.
- Tips
- Teach a find-it routine: say the word, think of the first letter, look under that letter, check. Students who use AAC can use word prediction for the same purpose.
- Limits
- Measures locating a word, not reading it independently in text. A crowded wall makes the task harder; keep it organized.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-024.
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Goal
By the annual IEP review date, during a writing block, when the student needs a high-frequency word that is posted on the class word wall, the student will start searching the word wall and find the needed word independently within 15 seconds, on 4 of 5 observed writing blocks, as measured by latency recording collected twice weekly.
Baseline: 40 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 Sight Word Recognition.
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 - Sight Word Recognition
- Baseline
- 40 seconds.
- Annual goal335 characters
- By the annual IEP review date, during a writing block, when the student needs a high-frequency word that is posted on the class word wall, the student will start searching the word wall and find the needed word independently within 15 seconds, on 4 of 5 observed writing blocks, as measured by latency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a writing block, when the student needs a high-frequency word that is posted on the class word wall
- Behavior
- The student will start searching the word wall and find the needed word independently
- Criteria
- Within 15 seconds, on 4 of 5 observed writing blocks
- Evaluation method
- Latency recording
- Schedule
- Twice 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 15 seconds
- Mastery rule:
- on 4 of 5 observed writing blocks
- Collection schedule:
- twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during a writing block, when the student needs a high-frequency word that is posted on the class word wall, the student will start searching the word wall and find the needed word independently within 15 seconds, on 4 of 5 observed writing blocks, as measured by latency recording collected twice 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.