Pick the correct word from spell-check suggestions
When to use this goal
For students who use spell-check but click the first suggestion even when it is the wrong word, so their writing ends up with correctly spelled wrong words. Present levels should show the student's spelling is close enough for spell-check to offer the right word; very far-off spellings need other supports first.
- Baseline
- Save a copy of a draft before spell-check and one after. For each flagged word, record what the student meant and what they chose. Correct means the chosen word matches the intended word, or the student left it alone and asked when no suggestion fit.
- Tips
- Teach the student to read the sentence with each option before choosing. Hearing suggestions read aloud helps students who cannot read them reliably. Track words the student keeps misspelling and add them to a personal list.
- Limits
- Spell-check cannot help if the misspelling is too far from the word; those cases are not counted. Different programs give different suggestions. The goal does not cover words spell-check misses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-034.
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Goal
By the annual IEP review date, when editing a typed draft with spell-check on, for each word underlined by the program, the student will read or listen to each suggestion, choose the one that matches the intended word, and leave the word unchanged when no suggestion fits independently with at least 90% accuracy on flagged words, on 3 of 4 consecutive scored drafts, 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 goal421 characters
- By the annual IEP review date, when editing a typed draft with spell-check on, for each word underlined by the program, the student will read or listen to each suggestion, choose the one that matches the intended word, and leave the word unchanged when no suggestion fits independently with at least 90% accuracy on flagged words, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When editing a typed draft with spell-check on, for each word underlined by the program
- Behavior
- The student will read or listen to each suggestion, choose the one that matches the intended word, and leave the word unchanged when no suggestion fits independently
- Criteria
- With at least 90% accuracy on flagged words, on 3 of 4 consecutive scored drafts
- 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 flagged words
- Mastery rule:
- on 3 of 4 consecutive scored drafts
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, when editing a typed draft with spell-check on, for each word underlined by the program, the student will read or listen to each suggestion, choose the one that matches the intended word, and leave the word unchanged when no suggestion fits independently with at least 90% accuracy on flagged words, on 3 of 4 consecutive scored drafts, 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.