Spell taught heart words in journal writing
When to use this goal
For young students who spell taught high-frequency words correctly on a word list but misspell them in their journals (said as sed, was as wuz). Present levels should show list accuracy; the goal checks transfer to writing.
- Baseline
- Keep a list of the heart words the student has been taught. In a week of journal entries, count every use of those words and how many are spelled correctly. Words not yet taught are not counted.
- Tips
- Teach heart words by marking the part that does not follow the sound pattern (the heart part). Update the counted list each time new words are taught. Praise correct spellings in journals; do not mark every error.
- Limits
- Students may avoid words they cannot spell, which raises accuracy without real growth; note word use. Journals vary in length. The list of counted words grows, so percentages are not perfectly comparable.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-025.
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Goal
By the annual IEP review date, during daily journal writing, after the student has been taught a set of heart words (irregular high-frequency words), the student will spell the taught heart words correctly each time they appear in the student's own writing independently with at least 90% accuracy on taught heart words used, across 3 consecutive weeks of journal samples, as measured by work-sample analysis collected weekly.
Baseline: 45% 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
- 45% accuracy.
- Annual goal426 characters
- By the annual IEP review date, during daily journal writing, after the student has been taught a set of heart words (irregular high-frequency words), the student will spell the taught heart words correctly each time they appear in the student's own writing independently with at least 90% accuracy on taught heart words used, across 3 consecutive weeks of journal samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During daily journal writing, after the student has been taught a set of heart words (irregular high-frequency words)
- Behavior
- The student will spell the taught heart words correctly each time they appear in the student's own writing independently
- Criteria
- With at least 90% accuracy on taught heart words used, across 3 consecutive weeks of journal samples
- Evaluation method
- Work-sample analysis
- 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 taught heart words used
- Mastery rule:
- across 3 consecutive weeks of journal samples
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during daily journal writing, after the student has been taught a set of heart words (irregular high-frequency words), the student will spell the taught heart words correctly each time they appear in the student's own writing independently with at least 90% accuracy on taught heart words used, across 3 consecutive weeks of journal samples, as measured by work-sample analysis 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.