Spell words from word sums
When to use this goal
For students who spell words with suffixes or prefixes letter by letter and lose the base word (happyness, unnessary). Present levels should show knowledge of common prefixes and suffixes; the goal makes the base word visible in spelling.
- Baseline
- Give two probes of 12 word sums. Score correct when the whole word is spelled correctly. Note whether errors are in the base, the affix, or the joining change; joining changes are the usual sticking point.
- Tips
- Word sums show that spelling carries meaning: the base word keeps its spelling even when its sound changes. Use words from content classes. Move from word sums to dictated words and then to writing.
- Limits
- Word sums give the parts; spelling a dictated word requires finding them first. Some English words have unclear bases; choose clear ones for probes. Transfer to writing needs separate checks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-035.
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Goal
By the annual IEP review date, given 12 word sums with a base and one or two affixes (such as re + use + able), the student will write each word sum's result as one spelled word, keeping the base word's spelling and applying any suffixing change independently with at least 85% accuracy on word sums, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 30% 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. Curriculum-based measurement 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
- 30% accuracy.
- Annual goal406 characters
- By the annual IEP review date, given 12 word sums with a base and one or two affixes (such as re + use + able), the student will write each word sum's result as one spelled word, keeping the base word's spelling and applying any suffixing change independently with at least 85% accuracy on word sums, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 12 word sums with a base and one or two affixes (such as re + use + able)
- Behavior
- The student will write each word sum's result as one spelled word, keeping the base word's spelling and applying any suffixing change independently
- Criteria
- With at least 85% accuracy on word sums, in 3 of 4 consecutive weekly probes
- Evaluation method
- Curriculum-based measurement probes
- 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 85% accuracy on word sums
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given 12 word sums with a base and one or two affixes (such as re + use + able), the student will write each word sum's result as one spelled word, keeping the base word's spelling and applying any suffixing change independently with at least 85% accuracy on word sums, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes 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.