Spell job-specific words for a work placement
When to use this goal
For transition-age students in a work placement, internship, or job program who need to write task names, product names, or supply requests. Present levels should show the student's spelling level on general words; job words are a short, high-value list chosen with the supervisor.
- Baseline
- Build the list with the job supervisor or job coach. Dictate it once or twice and also check real work documents. Score each word correct when fully spelled; note words that are readable but misspelled, which may be acceptable on the job.
- Tips
- Use words the student actually writes at work. A personal word list on a phone or card is a reasonable long-term tool. Update the list when the placement changes.
- Limits
- Lists are specific to one job; scores do not compare across placements. Copying from labels at work is a valid strategy that this probe does not measure. The goal is functional, not a general spelling measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-052.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given dictation of 15 words from the student's job site (tasks, tools, supplies, locations), the student will spell each job word correctly so a supervisor or coworker could read it independently with at least 90% accuracy on job words, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal357 characters
- By the annual IEP review date, given dictation of 15 words from the student's job site (tasks, tools, supplies, locations), the student will spell each job word correctly so a supervisor or coworker could read it independently with at least 90% accuracy on job words, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given dictation of 15 words from the student's job site (tasks, tools, supplies, locations)
- Behavior
- The student will spell each job word correctly so a supervisor or coworker could read it independently
- Criteria
- With at least 90% accuracy on job words, across 3 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- 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 90% accuracy on job words
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given dictation of 15 words from the student's job site (tasks, tools, supplies, locations), the student will spell each job word correctly so a supervisor or coworker could read it independently with at least 90% accuracy on job words, across 3 consecutive weekly probes, as measured by work-sample analysis 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.