Catch correctly spelled wrong words in a draft
When to use this goal
For students who rely on spell-check and turn in drafts with real-word errors it cannot catch (form for from, then for than, loose for lose). Present levels should show a typed draft with spell-check used; the target is a proofreading pass for these errors.
- Baseline
- In two or three spell-checked drafts, mark every real-word error before the student proofreads, then score how many the student fixes. Build the personal list from the errors found; most students repeat the same 10 to 20 pairs.
- Tips
- The personal list is the strongest support because these errors repeat. Grammar checkers catch some real-word errors; teach the student to look at grammar flags too. Use real class drafts.
- Limits
- Drafts vary in how many real-word errors they contain. Scorers must find every error first, which takes care. The goal does not cover nonword spelling.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-051.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after running spell-check on a typed draft of a paragraph or longer, the student will reread the draft and correct each real-word error that spell-check did not flag, such as a homophone or a near miss independently with at least 75% accuracy on real-word errors in the draft, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected every two weeks.
Baseline: 20% 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. Work-sample analysis 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
- 20% accuracy.
- Annual goal407 characters
- By the annual IEP review date, after running spell-check on a typed draft of a paragraph or longer, the student will reread the draft and correct each real-word error that spell-check did not flag, such as a homophone or a near miss independently with at least 75% accuracy on real-word errors in the draft, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After running spell-check on a typed draft of a paragraph or longer
- Behavior
- The student will reread the draft and correct each real-word error that spell-check did not flag, such as a homophone or a near miss independently
- Criteria
- With at least 75% accuracy on real-word errors in the draft, on 3 of 4 consecutive scored drafts
- Evaluation method
- Work-sample analysis
- 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 75% accuracy on real-word errors in the draft
- Mastery rule:
- on 3 of 4 consecutive scored drafts
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, after running spell-check on a typed draft of a paragraph or longer, the student will reread the draft and correct each real-word error that spell-check did not flag, such as a homophone or a near miss independently with at least 75% accuracy on real-word errors in the draft, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis 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.