Try two spellings and choose one
When to use this goal
For students who freeze or skip a word when unsure of its spelling, or who accept the first attempt. Present levels should show the student can write phonetic attempts; the target is trying versions and choosing, a strategy used by skilled spellers.
- Baseline
- Over several writing sessions, record each time the student stops on a word and what they do: skip, ask, guess once, or try versions. Count an opportunity as met when two or more versions are tried and one is chosen. Note how often the chosen version is correct.
- Tips
- Have-a-go keeps the student writing and builds visual checking. Track how often the circled version is right; that number rises as visual memory for spelling grows. Check with a dictionary after writing, not during.
- Limits
- Opportunities depend on the student noticing uncertainty. The strategy works best when attempts are close; very weak phonetic skills need direct teaching first. The goal measures strategy use, not accuracy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-042.
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Goal
By the annual IEP review date, during independent writing, when the student is unsure of a word's spelling, given a have-a-go strip, the student will write at least two different spellings of the word on the have-a-go strip, circle the one that looks right, and use it in the writing independently in at least 6 of 8 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 8 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 8 opportunities.
- Annual goal438 characters
- By the annual IEP review date, during independent writing, when the student is unsure of a word's spelling, given a have-a-go strip, the student will write at least two different spellings of the word on the have-a-go strip, circle the one that looks right, and use it in the writing independently in at least 6 of 8 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent writing, when the student is unsure of a word's spelling, given a have-a-go strip
- Behavior
- The student will write at least two different spellings of the word on the have-a-go strip, circle the one that looks right, and use it in the writing independently
- Criteria
- In at least 6 of 8 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 6 of 8 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during independent writing, when the student is unsure of a word's spelling, given a have-a-go strip, the student will write at least two different spellings of the word on the have-a-go strip, circle the one that looks right, and use it in the writing independently in at least 6 of 8 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.