Sort out ie and ei spellings
When to use this goal
For students who reverse ie and ei (recieve, beleive, thier). Present levels should show reliable long-vowel spelling; the goal targets this pattern, which shows up in many common words.
- Baseline
- Give two lists of 15 words and score each word. Many common words (their, weird, either) break the rhyme students may know; include them and track them as a separate list.
- Tips
- Teach the pattern plus a short list of high-use exceptions. Check the student's writing for their, receive, and believe in particular. Spell-check catches many of these; pair with the spell-check suggestion goal.
- Limits
- The pattern has many exceptions, so memory carries part of the load. The probe is narrow. Transfer to writing needs checking.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-049.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 15 dictated words with ie or ei (such as believe, receive, their, weigh), the student will spell each word with ie or ei in the correct order independently with at least 85% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal344 characters
- By the annual IEP review date, given 15 dictated words with ie or ei (such as believe, receive, their, weigh), the student will spell each word with ie or ei in the correct order independently with at least 85% 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 15 dictated words with ie or ei (such as believe, receive, their, weigh)
- Behavior
- The student will spell each word with ie or ei in the correct order independently
- Criteria
- With at least 85% 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 85% 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 15 dictated words with ie or ei (such as believe, receive, their, weigh), the student will spell each word with ie or ei in the correct order independently with at least 85% 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.