Select the right word from a word-prediction list
When to use this goal
For students who type with word prediction on a device or computer and need to read the predicted words to pick the right one. This is a sight-word skill that supports writing and AAC. Present levels decide the word set.
- Baseline
- Dictate 10 sentences with taught words. Count a selection correct when the student picks the intended word; picking a look-alike is an error. Note the access method.
- Tips
- Coordinate settings with the SLP or AT specialist. Students can then use the skill in their own writing and messages.
- Limits
- Prediction lists change with use. Reading and spelling are both involved; note which breaks down.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-037.
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Goal
By the annual IEP review date, while typing a dictated sentence with word prediction turned on, after typing the first letter or two of a taught word, the student will read the predicted words and select the one that matches the intended word independently with at least 90% accuracy on correct selections from the prediction list, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 45% 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 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
- 45% accuracy.
- Annual goal427 characters
- By the annual IEP review date, while typing a dictated sentence with word prediction turned on, after typing the first letter or two of a taught word, the student will read the predicted words and select the one that matches the intended word independently with at least 90% accuracy on correct selections from the prediction list, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- While typing a dictated sentence with word prediction turned on, after typing the first letter or two of a taught word
- Behavior
- The student will read the predicted words and select the one that matches the intended word independently
- Criteria
- With at least 90% accuracy on correct selections from the prediction list, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on correct selections from the prediction list
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, while typing a dictated sentence with word prediction turned on, after typing the first letter or two of a taught word, the student will read the predicted words and select the one that matches the intended word independently with at least 90% accuracy on correct selections from the prediction list, 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.