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Academic domain

Spelling IEP goals

Spelling goals should target the patterns a student has not yet generalized and measure them on words that were not on this week's list. Scoring correct letter sequences gives partial credit for growing knowledge, so the data moves before whole words are correct.

Common measurability defects

  • Using weekly spelling test scores as the measure, which shows short-term memorization of a list rather than generalized spelling patterns.
  • Scoring only whole words right or wrong, which hides real growth in the patterns a student is learning.
  • Measuring spelling in isolation only, with no check on whether accuracy carries over into the student's own writing.
  1. 01Grades K-2SLDCCSS.ELA-LITERACY.L.1.2.D

    Baseline

    In 1st grade, earns 14 correct letter sequences (CLS) on a 12-word dictated CBM spelling probe of 1st-grade words (median of 3). Spells 2 of 12 words correctly and often omits medial vowels.

    Annual goal

    By [annual review date], given a 12-word dictated spelling probe of untaught 1st-grade words with short vowels, digraphs and blends, the student will write at least 45 correct letter sequences on 3 consecutive biweekly probes.

    Measured by: Biweekly 12-word CBM spelling probes from equivalent 1st-grade lists, dictated by the special education teacher and scored for CLS and words spelled correctly. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will write 24 CLS on 2 of 3 consecutive probes.
    2. By the end of the second grading period, the student will write 33 CLS on 2 of 3 consecutive probes.
    3. By the end of the third grading period, the student will write 40 CLS on 2 of 3 consecutive probes.
  2. 02Grades K-2Speech/LanguageCCSS.ELA-LITERACY.L.2.2.D

    Baseline

    In 2nd grade, spells 6 of 20 (30%) untaught words with CVCe and common vowel team patterns (ai, ee, oa) correctly on a pattern-based spelling inventory. Spelling errors mirror speech substitutions (w for r).

    Annual goal

    By [annual review date], given 20 dictated untaught words with CVCe and vowel team patterns, the student will spell at least 16 of 20 (80%) correctly on 3 consecutive biweekly probes.

    Measured by: Biweekly 20-word pattern spelling probes from equivalent forms, dictated by the special education teacher. Errors coded by pattern and shared with the SLP. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will spell 9 of 20 pattern words correctly on 2 of 3 consecutive probes.
    2. By the end of the second grading period, the student will spell 12 of 20 pattern words correctly on 2 of 3 consecutive probes.
    3. By the end of the third grading period, the student will spell 14 of 20 pattern words correctly on 2 of 3 consecutive probes.
  3. 03Grades 3-5SLDCCSS.ELA-LITERACY.L.3.2.F

    Baseline

    In 3rd grade, earns 52 of 120 possible correct letter sequences on a dictated 3rd-grade spelling probe. Spells 4 of 15 words with suffix rules (doubling, drop e, change y to i) correctly.

    Annual goal

    By [annual review date], given 15 dictated untaught words that require doubling, drop-e or change-y suffix rules, the student will spell at least 12 of 15 (80%) correctly on 3 consecutive biweekly probes, and will earn at least 95 CLS on the 3rd-grade CBM spelling probe.

    Measured by: Biweekly 15-word suffix rule probes and monthly 3rd-grade CBM spelling probes scored for CLS by the special education teacher. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will spell 7 of 15 suffix words correctly and earn 66 CLS on the CBM probe.
    2. By the end of the second grading period, the student will spell 9 of 15 suffix words correctly and earn 78 CLS.
    3. By the end of the third grading period, the student will spell 11 of 15 suffix words correctly and earn 88 CLS.
  4. 04Grades 3-5OHICCSS.ELA-LITERACY.L.4.2.D

    Baseline

    In 4th grade, 72% of words in independent writing samples are spelled correctly (average of 4 samples). Does not check spelling before turning in work.

    Annual goal

    By [annual review date], when writing a response of at least 100 words and using a 3-step self-check routine and a personal word bank, the student will spell at least 92% of words correctly in the final draft on 4 of 5 consecutive biweekly writing samples.

    Measured by: Biweekly classroom writing samples scored for percent of words spelled correctly by the special education teacher. Use of the self-check routine recorded on a checklist. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will complete the self-check routine on 4 of 5 samples and spell 80% of words correctly.
    2. By the end of the second grading period, the student will spell 85% of words correctly on 4 of 5 consecutive samples.
    3. By the end of the third grading period, the student will spell 89% of words correctly on 4 of 5 consecutive samples.
  5. 05Grades 6-8SLDCCSS.ELA-LITERACY.L.6.2.B

    Baseline

    In 6th grade, spells 78% of words correctly in typed classroom writing with spell check turned on, because the student accepts the first suggestion and leaves homophone and real-word errors (their, there, form, from) unchanged.

    Annual goal

    Within 36 instructional weeks, when typing a response of at least 200 words with spell check available, the student will review each flagged word and each homophone on a personal list and produce a final draft with at least 97% of words spelled correctly on 4 of 5 consecutive biweekly samples.

    Measured by: Biweekly typed writing samples from ELA and social studies, scored for percent of words spelled correctly by the special education co-teacher, with homophone errors counted separately. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will spell 86% of words correctly in final drafts on 3 of 5 consecutive samples.
    2. By the end of the second grading period, the student will spell 91% of words correctly with no more than 3 homophone errors per sample on 3 of 5 consecutive samples.
    3. By the end of the third grading period, the student will spell 94% of words correctly on 4 of 5 consecutive samples.
  6. 06Grades 9-12IDCCSS.ELA-LITERACY.L.9-10.2.C

    Baseline

    In 10th grade, spells 11 of 30 (37%) personal information and workplace words correctly from dictation (street name, city, employer, emergency, schedule, signature). Copies words accurately from a model.

    Annual goal

    By [annual review date], given oral dictation of 30 personal information and workplace words used on job applications and forms, the student will spell at least 25 of 30 (83%) correctly without a model on 3 consecutive biweekly probes.

    Measured by: Biweekly 30-word functional spelling probes from a fixed word pool, dictated by the special education teacher. Monthly generalization check on a mock job application. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will spell 16 of 30 words correctly on 2 of 3 consecutive probes.
    2. By the end of the second grading period, the student will spell 20 of 30 words correctly on 2 of 3 consecutive probes.
    3. By the end of the third grading period, the student will spell 23 of 30 words correctly and complete the personal information section of a mock application without errors.
Phonics & DecodingReading FluencyReading ComprehensionVocabularyWritten ExpressionMath CalculationMath Problem SolvingNumber Sense

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