Write dictated sentences on a timed probe
When to use this goal
For upper elementary students whose word-list spelling is adequate but whose spelling falls apart when they also have to hold a sentence in mind. Present levels should come from timed sentence dictations; word-list scores alone overstate what the student does in writing.
- Baseline
- Give three timed sentence dictations from a fixed pool. Score correct letter sequences across all words written, divide by 3, and use the median. Compare with a word-list probe; a big gap shows the load of sentence writing.
- Tips
- Keep sentences short (five to eight words) and natural. Every-two-weeks probes are enough for this age. Share the graph with the student; correct letter sequences show partial progress on hard words.
- Limits
- Working memory and handwriting speed affect scores along with spelling. Sentences differ in difficulty; use a fixed pool. The probe does not include capitalization or punctuation scoring.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-036.
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Goal
By the annual IEP review date, given a 3-minute dictation of short sentences at the student's spelling level, each sentence said twice (total divided by 3 for the per-minute rate), the student will write each dictated sentence before the next one is given independently at a rate of at least 32 correct letter sequences per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
Baseline: 20 correct letter sequences per minute.
- 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. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Timed probes gives rate (per minute) 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 correct letter sequences per minute.
- Annual goal425 characters
- By the annual IEP review date, given a 3-minute dictation of short sentences at the student's spelling level, each sentence said twice (total divided by 3 for the per-minute rate), the student will write each dictated sentence before the next one is given independently at a rate of at least 32 correct letter sequences per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 3-minute dictation of short sentences at the student's spelling level, each sentence said twice (total divided by 3 for the per-minute rate)
- Behavior
- The student will write each dictated sentence before the next one is given independently
- Criteria
- At a rate of at least 32 correct letter sequences per minute, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Timed probes
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 32 correct letter sequences per minute
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given a 3-minute dictation of short sentences at the student's spelling level, each sentence said twice (total divided by 3 for the per-minute rate), the student will write each dictated sentence before the next one is given independently at a rate of at least 32 correct letter sequences per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use the same timing length and probe type every session.
- Rate = number correct ÷ minutes timed.
- Target unit: correct letter sequences per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.