Write days of the week and months
When to use this goal
For students who need to write the date, fill in planners, or write schedules, and who spell days and months inconsistently. Present levels should show which of the 19 words the student spells now; this is a fixed, functional set.
- Baseline
- Dictate all 19 words in random order once or twice. Score each word correct when fully spelled with a capital. Also check a week of dated work to see whether the dates written each day are correct.
- Tips
- Writing the date every day gives built-in practice; check it as part of the goal. Teach the hard parts of Wednesday and February with spoken spellings (Wed-nes-day). Use planners and calendars that match the student's age.
- Limits
- Copying from a posted calendar is easier than writing from memory; record the condition. The set is small, so the goal is short-term. Capitalization is scored with spelling here.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-032.
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Goal
By the annual IEP review date, given dictation of the seven days of the week and twelve months in random order, the student will spell each day and month name correctly with a capital letter independently with at least 95% accuracy on day and month names, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
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 goal345 characters
- By the annual IEP review date, given dictation of the seven days of the week and twelve months in random order, the student will spell each day and month name correctly with a capital letter independently with at least 95% accuracy on day and month names, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given dictation of the seven days of the week and twelve months in random order
- Behavior
- The student will spell each day and month name correctly with a capital letter independently
- Criteria
- With at least 95% accuracy on day and month names, across 3 consecutive weekly probes
- 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 95% accuracy on day and month names
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given dictation of the seven days of the week and twelve months in random order, the student will spell each day and month name correctly with a capital letter independently with at least 95% accuracy on day and month names, across 3 consecutive weekly probes, 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.