Increase correct letter sequences on timed spelling probes
When to use this goal
For students whose spelling is slow and effortful as well as inaccurate, so that a sensitive general outcome measure is useful for weekly monitoring. Choose the probe word list from the student's instructional level and keep the same list source all year.
- Baseline
- Give three probes across one to two weeks and use the median. Score correct letter sequences (CLS: each pair of adjacent letters that are correct and in the right order, including the start and end of the word) and divide the 2-minute total by 2 to get the per-minute rate (20 per minute is 40 CLS on the 2-minute probe). Also record words spelled correctly for a second view.
- Tips
- Use published or locally built probe lists so each week's words are different but equivalent. Dictation pace must be constant, so use a timer. Pair with a pattern-specific goal; this measure shows overall growth, not what to teach.
- Limits
- Letter-sequence scoring takes practice and scorers can disagree; check agreement periodically. The rate reflects handwriting speed as well as spelling, so keep the response mode constant. Scores from different list sources are not comparable.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-015.
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Goal
By the annual IEP review date, given a 2-minute spelling probe of grade-appropriate words dictated at a rate of one every 10 seconds (total divided by 2 for the per-minute rate), the student will write each dictated word independently at a rate of at least 20 correct letter sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 12 correct letter sequences 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 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
- 12 correct letter sequences per minute.
- Annual goal402 characters
- By the annual IEP review date, given a 2-minute spelling probe of grade-appropriate words dictated at a rate of one every 10 seconds (total divided by 2 for the per-minute rate), the student will write each dictated word independently at a rate of at least 20 correct letter sequences 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 a 2-minute spelling probe of grade-appropriate words dictated at a rate of one every 10 seconds (total divided by 2 for the per-minute rate)
- Behavior
- The student will write each dictated word independently
- Criteria
- At a rate of at least 20 correct letter sequences 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 20 correct letter sequences 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 a 2-minute spelling probe of grade-appropriate words dictated at a rate of one every 10 seconds (total divided by 2 for the per-minute rate), the student will write each dictated word independently at a rate of at least 20 correct letter sequences 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 letter sequences per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.