Spell familiar personal words on a letter board
When to use this goal
For students who cannot write letters by hand and use a letter board, keyboard, or AAC alphabet page, and who are starting to spell meaningful words (their name, family names, favorite things). Present levels should describe the access method and which letters the student selects reliably.
- Baseline
- Build a list of 10 to 15 personal words with the family. Ask the student to spell several each session and record every letter selected. Score a word correct when all letters are in order; also track first-letter accuracy as an early sign of growth.
- Tips
- Personal words matter to the student and appear in real messages, which is why they are learned first. Plan access with the OT and SLP. For older students, use age-respectful words such as a favorite team, artist, or job.
- Limits
- Access method speed and fatigue affect accuracy. Partner-assisted scanning needs trained partners to avoid cueing. The list is personal, so scores do not compare across students.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-028.
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Goal
By the annual IEP review date, given the student's letter board or onscreen keyboard and a request to spell a familiar personal word (such as a family member's name or a favorite food), the student will select the letters of the familiar word in order on the letter board or keyboard independently with at least 70% accuracy on personal words, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 20% 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. Opportunity (trial) recording 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
- 20% accuracy.
- Annual goal450 characters
- By the annual IEP review date, given the student's letter board or onscreen keyboard and a request to spell a familiar personal word (such as a family member's name or a favorite food), the student will select the letters of the familiar word in order on the letter board or keyboard independently with at least 70% accuracy on personal words, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given the student's letter board or onscreen keyboard and a request to spell a familiar personal word (such as a family member's name or a favorite food)
- Behavior
- The student will select the letters of the familiar word in order on the letter board or keyboard independently
- Criteria
- With at least 70% accuracy on personal words, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 70% accuracy on personal words
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given the student's letter board or onscreen keyboard and a request to spell a familiar personal word (such as a family member's name or a favorite food), the student will select the letters of the familiar word in order on the letter board or keyboard independently with at least 70% accuracy on personal words, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice 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.