Letter Sound Dictation Worksheet
IEP Goal Assessment Oral Articulation Protocol
Benchmark Target: 26 / 26 Letters
Letter-Sound Dictation Check
Goal: Given letter/sound correspondence assessment, student will correctly write 26 letter sounds as orally articulated by an adult.
Student:
Date:
Admin:
Administration Script: "I will make a letter sound. Listen carefully, then write the letter that makes that sound on the handwriting lines." (Articulate pure phonemes without schwa: e.g., /t/, not "tuh". Mark ✓ for correct or note error.)
1 / ____ / ✓ / ✗
2 / ____ / ✓ / ✗
3 / ____ / ✓ / ✗
4 / ____ / ✓ / ✗
5 / ____ / ✓ / ✗
6 / ____ / ✓ / ✗
7 / ____ / ✓ / ✗
8 / ____ / ✓ / ✗
9 / ____ / ✓ / ✗
10 / ____ / ✓ / ✗
11 / ____ / ✓ / ✗
12 / ____ / ✓ / ✗
13 / ____ / ✓ / ✗
14 / ____ / ✓ / ✗
15 / ____ / ✓ / ✗
16 / ____ / ✓ / ✗
17 / ____ / ✓ / ✗
18 / ____ / ✓ / ✗
19 / ____ / ✓ / ✗
20 / ____ / ✓ / ✗
21 / ____ / ✓ / ✗
22 / ____ / ✓ / ✗
23 / ____ / ✓ / ✗
24 / ____ / ✓ / ✗
25 / ____ / ✓ / ✗
26 / ____ / ✓ / ✗
Prompt Level
Indep. Verbal Visual Model
Session Score
Total: ____ / 26
Accuracy: ____ %
Trial Type:
[ ] Baseline [ ] Progress [ ] Mastery
IEP Target Met:
[ ] Yes (100%) [ ] Approaching [ ] Not Yet
Observations / Error Types: b/d reversal • vowel confusion • latency
Object Counting Showdown Worksheet
IEP Math Assessment Cardinality & 1-to-1 Correspondence
Target Range: 1 to 20 Objects
Count & State Totals Check
Goal: Given a set of objects (ranging from 1 to 20), student will correctly count and state the total number of objects.
Student:
Date:
Score: _____ / 6 sets
Directions: Point to each box. Prompt: "Count these objects. How many are there in all?" Encourage touching or crossing out as they count. Observe 1:1 tagging and whether the child states the final number as total quantity.
1 Touch & count the stars Target: 5
Total:
Stated verbally: [ ] Yes [ ] No 1:1 touch: [ ] Yes [ ] Prompted
2 Touch & count the circles Target: 8
Total:
Stated verbally: [ ] Yes [ ] No 1:1 touch: [ ] Yes [ ] Prompted
3 Count the dots in the frames Target: 12
Total:
Stated verbally: [ ] Yes [ ] No 1:1 touch: [ ] Yes [ ] Prompted
4 Count the shapes in the frames Target: 15
Total:
Stated verbally: [ ] Yes [ ] No 1:1 touch: [ ] Yes [ ] Prompted
5 Count the dots in the frames Target: 18
Total:
Stated verbally: [ ] Yes [ ] No 1:1 touch: [ ] Yes [ ] Prompted
6 Count the full set of dots Target: 20
Total:
Stated verbally: [ ] Yes [ ] No 1:1 touch: [ ] Yes [ ] Prompted
Cardinality Mastery:
[ ] States total without recount
[ ] Recounts when asked "How many?"
Counting Strategy:
[ ] Point & touch each item
[ ] Subitizes chunks (10 + n)
Goal Achievement:
Accuracy: ___ / 6 [ ] Target Met
Number Scout Identification Worksheet
IEP Math Assessment Expressive Number Naming (1–50)
Sample: 10 Target Numbers
Number ID Explorer Check
Goal: Given 10 numbers from 1-50, student will correctly identify the name of corresponding number.
Student:
Date:
Score: _____ / 10 (__%)
Administration Protocol: Point to each number card in order. Prompt: "Look at this number. What number is this?" Record student's exact verbal response in the scoring matrix below. Allow 3–5 seconds before prompting. Note reversals or hesitation.
Student Presentation Cards (1–50) Student identifies each numeral orally
#1 Single Digit
7 Card 1
#2 Teens
14 Card 2
#3 Teens
19 Card 3
#4 Twenties
23 Card 4
#5 Twenties
28 Card 5
#6 Thirties
31 Card 6
#7 Thirties
36 Card 7
#8 Forties
42 Card 8
#9 Forties
47 Card 9
#10 Decade
50 Card 10
Examiner Scoring & Error Tracking Matrix Record verbatim response & check accuracy
| # | Target | Student Stated | Score |
|---|
| 1 | 7 | "____________" | [ ] ✓ [ ] ✗ |
| 2 | 14 | "____________" | [ ] ✓ [ ] ✗ |
| 3 | 19 | "____________" | [ ] ✓ [ ] ✗ |
| 4 | 23 | "____________" | [ ] ✓ [ ] ✗ |
| 5 | 28 | "____________" | [ ] ✓ [ ] ✗ |
| # | Target | Student Stated | Score |
|---|
| 6 | 31 | "____________" | [ ] ✓ [ ] ✗ |
| 7 | 36 | "____________" | [ ] ✓ [ ] ✗ |
| 8 | 42 | "____________" | [ ] ✓ [ ] ✗ |
| 9 | 47 | "____________" | [ ] ✓ [ ] ✗ |
Goal Mastery Teacher Tracker
Educator Protocol IEP Data Collection & Administration Guide
Quarterly / Multi-Trial Log
IEP Goal Mastery Guide
Standardized administration procedures, pure sound dictation cues, and progress monitoring data collection for primary IEP milestones.
Student:
Case Mgr:
IEP Year:
Goal 1: Letter-Sound Articulation Guide (Pure Sounds) Avoid added schwa (e.g., /t/ not "tuh")
Short Vowels:
a (/æ/ apple), e (/ɛ/ elephant), i (/ɪ/ igloo), o (/ɒ/ octopus), u (/ʌ/ umbrella)
Continuous Consonants:
f (/f/), l (/l/), m (/m/), n (/n/), r (/r/), s (/s/), v (/v/), z (/z/)
Stop Consonants:
b (/b/), c/k (/k/), d (/d/), g (/g/), p (/p/), t (/t/), j (/dʒ/)
Tricky Phonemes:
h (/h/), q(u) (/kw/), w (/w/), x (/ks/), y (/j/)
Goal 2: Counting (1-20) Protocol Touch-Count
Present real manipulatives or worksheet sets. Praise effort, not accuracy during testing.
Score 1:1: Tags each item once in sequence without skipping or double-tagging.
Score Cardinality: Answers "How many?" with the last number counted without re-counting from one.
Goal 3: Alternate Number Sets (1-50) Prevent Memorization
Form A (Wksht): 7, 14, 19, 23, 28, 31, 36, 42, 47, 50
Form B: 4, 12, 17, 21, 26, 34, 39, 41, 48, 50
Form C: 9, 13, 16, 25, 29, 32, 38, 44, 46, 50
Multi-Trial IEP Progress Tracking Log Document consecutive trials toward annual mastery
| Date | Trial Type | Goal 1: Letters (/26) | Goal 2: Count 1-20 (/6) | Goal 3: Num ID (/10) | Prompt / Setting Notes | Initials |
|---|
| ___/___/___ |
