Keep spelling review words correct weeks later
When to use this goal
For students who score well on Friday spelling tests but misspell the same words two weeks later. Present levels should compare weekly test scores with a delayed check; a big gap means the goal should target retention, not new words.
- Baseline
- Pick 20 words from tests the student passed three to six weeks ago and dictate them without warning. Compare with the original test scores. Track which patterns were kept and which were lost.
- Tips
- Spaced review (short practice of old patterns each week) is the usual fix. Words lost on the cumulative probe go back into practice. Share the delayed scores with the student so they see retention as the real goal.
- Limits
- Retention depends on how well words were learned at first. The word pool changes as units progress. Scores here will often be lower than weekly tests; that is the point of the measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-041.
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Goal
By the annual IEP review date, given a cumulative dictation of 20 words drawn from patterns taught three or more weeks earlier, the student will spell each review word correctly on an unannounced check independently with at least 85% accuracy on review words, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
Baseline: 50% 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
- 50% accuracy.
- Annual goal376 characters
- By the annual IEP review date, given a cumulative dictation of 20 words drawn from patterns taught three or more weeks earlier, the student will spell each review word correctly on an unannounced check independently with at least 85% accuracy on review words, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a cumulative dictation of 20 words drawn from patterns taught three or more weeks earlier
- Behavior
- The student will spell each review word correctly on an unannounced check independently
- Criteria
- With at least 85% accuracy on review words, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Every two weeks
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 review words
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given a cumulative dictation of 20 words drawn from patterns taught three or more weeks earlier, the student will spell each review word correctly on an unannounced check independently with at least 85% accuracy on review words, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
| 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.