Choose -able or -ible and -ant or -ent
When to use this goal
For students who guess between -able and -ible or -ant and -ent (dependible, independant). Present levels should show reliable base and simple suffix spelling; the goal teaches clues such as whole base words often take -able and related -ence words signal -ent.
- Baseline
- Give two lists of 16 words (4 per suffix) and score each word. Record suffix errors separately. Ask for the clue on a few items to see whether the student is guessing.
- Tips
- Clues work for most words, not all; teach the common exceptions as a short list. Use words from the student's own essays. Checking with a related word is a habit that helps with many suffixes.
- Limits
- The clues are tendencies, not rules. A dictionary or spell-check is the right tool for uncertain words in final drafts. Lists do not show transfer.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-047.
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Goal
By the annual IEP review date, given 16 dictated words ending in -able, -ible, -ant, or -ent, the student will spell each word with the correct suffix and base, and name the clue used independently with at least 80% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal349 characters
- By the annual IEP review date, given 16 dictated words ending in -able, -ible, -ant, or -ent, the student will spell each word with the correct suffix and base, and name the clue used independently with at least 80% accuracy on dictated words, 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 16 dictated words ending in -able, -ible, -ant, or -ent
- Behavior
- The student will spell each word with the correct suffix and base, and name the clue used independently
- Criteria
- With at least 80% accuracy on dictated words, 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 80% accuracy on dictated words
- 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 16 dictated words ending in -able, -ible, -ant, or -ent, the student will spell each word with the correct suffix and base, and name the clue used independently with at least 80% accuracy on dictated words, 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.