Spell the target sound with the right letter
When to use this goal
For students whose spelling mirrors their speech pattern (writing "tat" for cat after fronting, or leaving off final letters after final consonant deletion). Linking the sound to its letter supports both speech and spelling. Base the choice on the student's speech analysis and a spelling sample, and coordinate with the reading teacher.
- Baseline
- Dictate 10 words with the target sound and score only the letters for that sound. Compare with spelling of words without the pattern. Ask the classroom teacher which spelling patterns the student has been taught, so you do not test untaught spellings.
- Tips
- Score only the target-sound letters; other spelling errors are noted but not counted. Saying the word aloud before writing gives the student a chance to use their new sound as a spelling cue. Share results with the reading or classroom teacher so spelling instruction and speech work line up.
- Limits
- Spelling depends on reading instruction as well as speech. A student who spells the sound correctly but still says it the old way needs production practice. Do not use for spellings that have not been taught.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-028.
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Goal
By the annual IEP review date, given 10 dictated words that contain the target sound or pattern, written on paper or a whiteboard, the student will write the correct letter or letters for the target sound in each word independently with at least 85% accuracy on target-sound spellings in dictated words, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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. Work-sample analysis 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 Processes.
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 - Phonological Processes
- Baseline
- 40% accuracy.
- Annual goal394 characters
- By the annual IEP review date, given 10 dictated words that contain the target sound or pattern, written on paper or a whiteboard, the student will write the correct letter or letters for the target sound in each word independently with at least 85% accuracy on target-sound spellings in dictated words, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 dictated words that contain the target sound or pattern, written on paper or a whiteboard
- Behavior
- The student will write the correct letter or letters for the target sound in each word independently
- Criteria
- With at least 85% accuracy on target-sound spellings in dictated words, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- 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 85% accuracy on target-sound spellings in dictated words
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 dictated words that contain the target sound or pattern, written on paper or a whiteboard, the student will write the correct letter or letters for the target sound in each word independently with at least 85% accuracy on target-sound spellings in dictated words, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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.