Write the first letter of pictured words
When to use this goal
For students who know some letter sounds but do not yet use them to write; their writing is scribble or random letters. Present levels should show at least 8 to 10 letter sounds known; the goal moves the student into the early phonetic stage of spelling.
- Baseline
- Give two probes of 10 pictures using only sounds the student has been taught. Say the word if the student names the picture differently. Record which sounds were written incorrectly; errors often cluster on similar sounds (b and p, m and n).
- Tips
- Use pictures of things the student can name instantly so the task is about sound, not vocabulary. Extend to final sounds once initial sounds are reliable. Letter stamps or a keyboard are acceptable for students with motor difficulty.
- Limits
- Initial sounds are the easiest to hear; success here does not mean the student can spell whole words. Picture naming errors confound results if the adult does not say the word. Vowel sounds should not be included at this stage.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-008.
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Goal
By the annual IEP review date, given 10 pictures of familiar objects whose names begin with taught consonant sounds, the student will write the letter for the first sound of each pictured word independently with at least 90% accuracy on pictured words, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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 Spelling.
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 - Spelling
- Baseline
- 30% accuracy.
- Annual goal354 characters
- By the annual IEP review date, given 10 pictures of familiar objects whose names begin with taught consonant sounds, the student will write the letter for the first sound of each pictured word independently with at least 90% accuracy on pictured words, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 pictures of familiar objects whose names begin with taught consonant sounds
- Behavior
- The student will write the letter for the first sound of each pictured word independently
- Criteria
- With at least 90% accuracy on pictured words, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 90% accuracy on pictured words
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 pictures of familiar objects whose names begin with taught consonant sounds, the student will write the letter for the first sound of each pictured word independently with at least 90% accuracy on pictured words, in 3 of 4 consecutive weekly probes, 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.