Middle School Spelling Goals for IEPs

• Spell correctly. CCSS.ELA-LITERACY.L.6.2.B

• If you are using this goal for a student in middle school, it generally means that you are still working on phonics with the student. Therefore, you will want a phonetic spelling assessment. We happen to have one in the store, but your district might also have one– or the phonics program you are using. You can also use assessments focused on spelling prefixes and suffixes but if that’s the direction you want to go, I would recommend focusing on meaning, not spelling. 
• If you aren’t working on phonics with the student and are just annoyed by carelessness or issues with editing work for correct spelling, check out our editing and complete sentences goal bank. You can easily add use a spell check or edit for spelling to the end of any of those goals if it isn’t already there!

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Abdi is  proficient at spelling all consonant patterns including beginning and ending consonant sounds,  digraphs (ch, th, sh), and blends (sl, nt). He is proficient at spelling short vowels and he can spell long vowel sounds with 70% accuracy.  Other vowel patterns are more challenging for him and he can spell “r” controlled vowels with 40% accuracy and vowel diphthongs (oy, ou) with 33% accuracy.

For more baseline ideas, check out the IEP Success Kit!

• Given direct instruction in phonics, Name will spell correctly, as demonstrated by spelling 80% of real and nonsense multisyllabic words with long vowels, vowel digraphs, and diphthongs correctly on a spelling test, as measured by teacher observations and records. CCSS.ELA-LITERACY.L.6.2.B

Again, at the upper grades this goal is really only appropriate if you are still teaching phonics. If you have moved on, then you can add spell check to our editing goals. But this is a great and incredibly easy goal to customize for students who are still learning phonics!

• Change the letter sounds the student needs to spell
  • will spell words with common long vowel patterns and “r” controlled vowels
  • will spell words with consonant blends and diagraphs
• Change where a student needs to spell the words
  • in their independent writing
• Change the length of the word the student needs to spell correctly
  • single and multi-syllabic words
  • single syllable words
• Change whether the student needs to spell real or nonsense words
  • 80% of real multisyllabic words
  • 80% of nonsense multisyllabic words

• Spell correctly. CCSS.ELA-LITERACY.L.7.2.B

• If you are using this goal for a student in middle school, it generally means that you are still working on phonics with the student. Therefore, you will want a phonetic spelling assessment. We happen to have one in the store, but your district might also have one– or the phonics program you are using. You can also use assessments focused on spelling prefixes and suffixes but if that’s the direction you want to go, I would recommend focusing on meaning, not spelling. 
• If you aren’t working on phonics with the student and are just annoyed by carelessness or issues with editing work for correct spelling, check out our editing and complete sentences goal bank. You can easily add use a spell check or edit for spelling to the end of any of those goals if it isn’t already there!

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Leo is  proficient at spelling all consonant patterns including beginning and ending consonant sounds,  digraphs (ch, th, sh), and blends (sl, nt). He is  also proficient at spelling long vowels in single syllable words.  When asked to spell two syllable or longer words with the same patterns, however, Leo struggles and spells multisyllabic words with long vowels with 40% accuracy.

For more baseline ideas, check out the IEP Success Kit!

• Given direct instruction in phonics, Name will spell correctly, as demonstrated by spelling 80% of real and nonsense multisyllabic words with long vowels, vowel digraphs, and diphthongs correctly on a spelling test, as measured by teacher observations and records. CCSS.ELA-LITERACY.L.7.2.B

Again, at the upper grades this goal is really only appropriate if you are still teaching phonics. If you have moved on, then you can add spell check to our editing goals. But this is a great and incredibly easy goal to customize for students who are still learning phonics!

• Change the letter sounds the student needs to spell
  • will spell words with common long vowel patterns and “r” controlled vowels
  • will spell words with consonant blends and diagraphs
• Change where a student needs to spell the words
  • in their independent writing
• Change the length of the word the student needs to spell correctly
  • single and multi-syllabic words
  • single syllable words
• Change whether the student needs to spell real or nonsense words
  • 80% of real multisyllabic words
  • 80% of nonsense multisyllabic words

• Spell correctly. CCSS.ELA-LITERACY.L.8.2.B

• If you are using this goal for a student in middle school, it generally means that you are still working on phonics with the student. Therefore, you will want a phonetic spelling assessment. We happen to have one in the store, but your district might also have one– or the phonics program you are using. You can also use assessments focused on spelling prefixes and suffixes but if that’s the direction you want to go, I would recommend focusing on meaning, not spelling. 
• If you aren’t working on phonics with the student and are just annoyed by carelessness or issues with editing work for correct spelling, check out our editing and complete sentences goal bank. You can easily add use a spell check or edit for spelling to the end of any of those goals if it isn’t already there!

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

On a spelling test, Dina can spell words with “r” controlled vowels and vowel patterns, like diphthongs and diagraphs, with 66% accuracy. In her own writing, she spells these words with under 50% accuracy, often spelling them in such an unusual way that spell check struggles to help her with correcting the spelling.

For more baseline ideas, check out the IEP Success Kit!

• Given direct instruction in phonics, Name will spell correctly, as demonstrated by spelling 80% of real and nonsense multisyllabic words with long vowels, vowel digraphs, and diphthongs correctly on a spelling test, as measured by teacher observations and records. CCSS.ELA-LITERACY.L.8.2.B

Again, at the upper grades this goal is really only appropriate if you are still teaching phonics. If you have moved on, then you can add spell check to our editing goals. But this is a great and incredibly easy goal to customize for students who are still learning phonics!

• Change the letter sounds the student needs to spell
  • will spell words with common long vowel patterns and “r” controlled vowels
  • will spell words with consonant blends and diagraphs
• Change where a student needs to spell the words
  • in their independent writing
• Change the length of the word the student needs to spell correctly
  • single and multi-syllabic words
  • single syllable words
• Change whether the student needs to spell real or nonsense words
  • 80% of real multisyllabic words
  • 80% of nonsense multisyllabic words