Spell a missing word on the keyboard
When to use this goal
For students who know letter sounds and some spelling patterns and who stop when a word is not stored on the device. Spelling it (even phonetically, such as "skool" or "pitsa") lets them say anything. Base the choice on literacy assessment; readable spelling, not correct spelling, is the target.
- Baseline
- Present 5 unstored words and record whether the student spelled them, chose a related stored word, gave up, or gestured. Score each spelling for whether a partner could tell the word (readable) as well as whether it was correct.
- Tips
- Each missing word is one opportunity, scored independent when the partner can tell what the word is from the spelling or speech output. Correct spelling is a bonus; record it separately if it is a literacy goal. Keep the keyboard one button from every page.
- Limits
- Requires letter-sound knowledge; build literacy instruction alongside. Typing is slow for some access methods, so partner patience matters.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-058.
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Goal
By the annual IEP review date, during conversation or class discussion when the needed word is not stored on the device, the student will spell the word on the device keyboard so a partner can read or hear what was meant independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
Baseline: 1 of 5 opportunities.
- 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. Opportunities 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 opportunities 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 AAC & Augmentative Communication.
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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 1 of 5 opportunities.
- Annual goal418 characters
- By the annual IEP review date, during conversation or class discussion when the needed word is not stored on the device, the student will spell the word on the device keyboard so a partner can read or hear what was meant independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
- Timeframe
- By the annual IEP review date
- Condition
- During conversation or class discussion when the needed word is not stored on the device
- Behavior
- The student will spell the word on the device keyboard so a partner can read or hear what was meant independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and once weekly in class
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session and once weekly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during conversation or class discussion when the needed word is not stored on the device, the student will spell the word on the device keyboard so a partner can read or hear what was meant independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.