Proofread for spelling with a spell-checker or word list
Live goal preview
By the annual IEP review date, before turning in a typed writing assignment with spell-check and word prediction available, the student will proofread for spelling by marking uncertain words and correcting them with a spell-checker, word prediction, or a word list independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce opportunities data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Spelling.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- Fits students whose spelling difficulties persist despite instruction and who need a dependable routine for catching errors with technology or reference tools. Use present levels and the tools the student actually has access to, not grade, to decide fit.
- Baseline considerations
- For one to two weeks, record each writing assignment as an opportunity and note whether the student proofread for spelling before turning it in (for example, marked words, accepted or rejected spell-checker suggestions, or checked a list). Typed documents with change history make this easier to verify.
- Usage notes
- Teach the student to choose among spell-checker suggestions, since picking the wrong suggestion is a common error. Define what counts as a completed self-check before baseline. Pair with a spelling accuracy measure if you also want to see the effect on the final product.
- Known limitations
- This goal measures use of the routine, not the number of errors that remain. Spell-checkers miss correctly spelled wrong words (such as there and their). Handwritten self-checks are harder to verify without observation.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
wr-spl-006.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Opportunity tracker. Your goal counts opportunities, so the sheet has 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 weeks of data
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, before turning in a typed writing assignment with spell-check and word prediction available, the student will proofread for spelling by marking uncertain words and correcting them with a spell-checker, word prediction, or a word list independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.