Increase words spelled correctly on picture-scene probes
When to use this goal
For students whose writing is limited mainly by how many words they can get down and spell, and for whom correct word sequences are still too strict a measure. Words spelled correctly is a gentler early metric. Present levels from three probes in this format decide the starting point.
- Baseline
- Give three picture-scene probes and count every word spelled correctly in context (a word counts even if the sentence around it is incomplete). Divide by 3 for a per-minute rate and use the median. Record total words written too; the gap between the two numbers shows how much spelling is holding the student back.
- Tips
- Scenes with many people and actions give every student something to write about. Use the same picture bank all year and do not reuse a picture within six weeks. When spelling is the main barrier, a spelling goal should run alongside this one.
- Limits
- Words spelled correctly does not reward sentence structure or ideas. A student can raise the score by writing simple known words, so look at the samples, not just the number. Students with fine motor needs may need the typed version.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-032.
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Goal
By the annual IEP review date, given an unpracticed picture of a busy scene (such as a park or a market) and 3 minutes to write about it (total divided by 3 for the per-minute rate), the student will write about what is happening in the picture independently at a rate of at least 10 correct words per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 6 correct words per minute.
- 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. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Curriculum-based measurement gives rate (per minute) 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 6 correct words per minute.
- Annual goal415 characters
- By the annual IEP review date, given an unpracticed picture of a busy scene (such as a park or a market) and 3 minutes to write about it (total divided by 3 for the per-minute rate), the student will write about what is happening in the picture independently at a rate of at least 10 correct words per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed picture of a busy scene (such as a park or a market) and 3 minutes to write about it (total divided by 3 for the per-minute rate)
- Behavior
- The student will write about what is happening in the picture independently
- Criteria
- At a rate of at least 10 correct words per minute, in 3 of 4 consecutive weekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 10 correct words per minute
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given an unpracticed picture of a busy scene (such as a park or a market) and 3 minutes to write about it (total divided by 3 for the per-minute rate), the student will write about what is happening in the picture independently at a rate of at least 10 correct words per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use the same timing length and probe type every session.
- Rate = number correct ÷ minutes timed.
- Target unit: correct words per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.