Master a personal list of tricky words
When to use this goal
For older students whose spelling is mostly accurate but who misspell the same high-use words again and again (definitely, separate, necessary, because). Present levels should come from a review of recent writing; the list is personal, built from the student's own errors.
- Baseline
- Review two or three recent pieces of writing and list words misspelled more than once. Dictate 15 of them. Retire words after three correct probes in a row and add new ones from writing.
- Tips
- Let the student choose the memory strategy (a spoken spelling, a mnemonic, the related word). Personal lists respect older students' time. Check writing samples to confirm the words stay fixed.
- Limits
- The list changes, so scores compare only loosely over time. Dictation success does not guarantee correct use under writing load. Students must agree to keep the list going.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-053.
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Goal
By the annual IEP review date, given dictation of 15 words from the student's personal tricky-word list, built from errors in recent writing, the student will spell each word from the personal list correctly independently with at least 90% accuracy on personal list words, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
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. 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
- 40% accuracy.
- Annual goal374 characters
- By the annual IEP review date, given dictation of 15 words from the student's personal tricky-word list, built from errors in recent writing, the student will spell each word from the personal list correctly independently with at least 90% accuracy on personal list words, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given dictation of 15 words from the student's personal tricky-word list, built from errors in recent writing
- Behavior
- The student will spell each word from the personal list correctly independently
- Criteria
- With at least 90% accuracy on personal list words, in 3 of 4 consecutive biweekly probes
- 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 90% accuracy on personal list words
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given dictation of 15 words from the student's personal tricky-word list, built from errors in recent writing, the student will spell each word from the personal list correctly independently with at least 90% accuracy on personal list words, in 3 of 4 consecutive biweekly probes, 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.