Find and correct spelling errors in own draft without tools
When to use this goal
For students who can spell a word correctly when asked but do not notice it is wrong in their own drafts, especially on paper where spell-check is unavailable. Present levels should show that the misspelled words are within the student's taught patterns.
- Baseline
- Use three recent drafts. Count the spelling errors first, then have the student proofread; the score is errors found and fixed divided by total errors. Count words incorrectly changed as well. Note whether the student finds errors but cannot fix them, which points to spelling rather than proofreading.
- Tips
- Proofreading for spelling only, as a separate pass, works better than proofreading for everything at once. Reading backward word by word is a useful strategy for some students. Use this for handwritten work and the spell-check template for typed work.
- Limits
- Students cannot find errors in words they believe are correct; the ceiling is set by spelling knowledge. Drafts with few errors give few items. Giving the error count or line makes the task easier and should be reflected in the condition.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-020.
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Goal
By the annual IEP review date, given the student's own handwritten draft with the number of spelling errors noted at the top, the student will circle each misspelled word and write the correct spelling above it independently with at least 75% accuracy on spelling errors in the draft, across 3 consecutive biweekly drafts, as measured by work-sample analysis collected every two weeks.
Baseline: 25% 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
- 25% accuracy.
- Annual goal385 characters
- By the annual IEP review date, given the student's own handwritten draft with the number of spelling errors noted at the top, the student will circle each misspelled word and write the correct spelling above it independently with at least 75% accuracy on spelling errors in the draft, across 3 consecutive biweekly drafts, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given the student's own handwritten draft with the number of spelling errors noted at the top
- Behavior
- The student will circle each misspelled word and write the correct spelling above it independently
- Criteria
- With at least 75% accuracy on spelling errors in the draft, across 3 consecutive biweekly drafts
- 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 75% accuracy on spelling errors in the draft
- Mastery rule:
- across 3 consecutive biweekly drafts
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given the student's own handwritten draft with the number of spelling errors noted at the top, the student will circle each misspelled word and write the correct spelling above it independently with at least 75% accuracy on spelling errors in the draft, across 3 consecutive biweekly drafts, 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.