Find words on the word wall while writing
When to use this goal
For young writers who stop writing or ask an adult every time they need a word that is posted on the word wall or in a personal dictionary. Present levels should show the student can find a word on the wall when it is pointed out; the target is using the resource without being told.
- Baseline
- During four writing sessions, note each time the student needs a posted word and whether they find it, ask, skip it, or misspell it. Count only words actually on the wall. Ten opportunities usually come up across two or three sessions.
- Tips
- Keep the word wall organized by first letter and within reach of sight. Personal dictionaries work better for students who cannot see the wall well. Add pictures for words the student cannot read yet.
- Limits
- Opportunities depend on what the student chooses to write. Observation takes adult time; a quick tally sheet helps. Copying from a distance is hard for some students; a desk copy may be needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-026.
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Goal
By the annual IEP review date, during independent writing time, when the student needs a word that is on the classroom word wall, the student will find the word on the word wall or in the dictionary, copy it correctly, and keep writing independently in at least 8 of 10 opportunities, across 3 consecutive weeks of observation, as measured by direct observation collected twice weekly.
Baseline: 2 of 10 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 2 of 10 opportunities.
- Annual goal385 characters
- By the annual IEP review date, during independent writing time, when the student needs a word that is on the classroom word wall, the student will find the word on the word wall or in the dictionary, copy it correctly, and keep writing independently in at least 8 of 10 opportunities, across 3 consecutive weeks of observation, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent writing time, when the student needs a word that is on the classroom word wall
- Behavior
- The student will find the word on the word wall or in the dictionary, copy it correctly, and keep writing independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive weeks of observation
- Evaluation method
- Direct observation
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive weeks of observation
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during independent writing time, when the student needs a word that is on the classroom word wall, the student will find the word on the word wall or in the dictionary, copy it correctly, and keep writing independently in at least 8 of 10 opportunities, across 3 consecutive weeks of observation, as measured by direct observation collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.