Write a readable attempt for words the student cannot spell
When to use this goal
For students who stop writing, leave blanks, or substitute a simpler word rather than attempt a word they are unsure of, so their writing is shorter and plainer than their speech. Present levels should show the student can segment sounds; the goal targets the willingness and skill to attempt.
- Baseline
- In three recent samples, list every misspelled word and score each as readable (a reader can tell the word from the letters) or not. The denominator is misspelled words, so this goal measures the quality of errors rather than their number. Also note blanks and avoided words reported by the student.
- Tips
- Pair with a spell-check goal so attempts get corrected later; a readable attempt is what spell-checkers need. Make clear to the student that attempting is expected and that spelling will be fixed in a later step. Score only words the student actually attempted.
- Limits
- Readability is a judgment; double-score some samples. A student with few misspellings gives few items, so this goal fits students with many errors. Avoidance cannot be counted directly, only inferred from vocabulary choice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-018.
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Goal
By the annual IEP review date, in independent writing samples of at least 50 words, the student will write an attempt for each uncertain word that includes a letter for every syllable and most sounds in order independently with at least 85% accuracy on misspelled words, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
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 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
- 40% accuracy.
- Annual goal380 characters
- By the annual IEP review date, in independent writing samples of at least 50 words, the student will write an attempt for each uncertain word that includes a letter for every syllable and most sounds in order independently with at least 85% accuracy on misspelled words, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- In independent writing samples of at least 50 words
- Behavior
- The student will write an attempt for each uncertain word that includes a letter for every syllable and most sounds in order independently
- Criteria
- With at least 85% accuracy on misspelled words, across 3 consecutive biweekly writing samples
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 misspelled words
- Mastery rule:
- across 3 consecutive biweekly writing samples
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, in independent writing samples of at least 50 words, the student will write an attempt for each uncertain word that includes a letter for every syllable and most sounds in order independently with at least 85% accuracy on misspelled words, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
| 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.