Finish an in-class written response by the end of the period
When to use this goal
For students whose present levels show written responses left as a sentence or a blank page while other work gets done. Separate writing skill from completion: if the student cannot write the response with support, use a writing goal.
- Baseline
- Collect five recent in-class written responses and count sentences written over sentences required. Note whether the student started late, wrote slowly, or stopped early; each needs a different support. Check handwriting speed and consider speech-to-text.
- Tips
- The denominator is the required sentence count from the task. A sentence counts if it addresses the prompt, regardless of mechanics. If length is reached by repeating one idea, note it but score it; quality belongs in a writing rubric goal.
- Limits
- Counting sentences rewards quantity; pair with a writing quality goal if that matters. Handwriting or spelling difficulty can suppress completion; consider accommodations before targeting completion.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ac-015.
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Goal
By the annual IEP review date, given an in-class written response task of one paragraph or 5 to 8 sentences, the student will complete the written response to the required length by the end of the period independently, completing at least 85% of assigned required sentences, on 4 of 5 consecutive writing tasks, as measured by work-sample analysis collected weekly.
Baseline: 30% of assigned work.
- 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. Work completion 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 work completion 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 Assignment Completion.
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
- Executive Function - Assignment Completion
- Baseline
- 30% of assigned work.
- Annual goal365 characters
- By the annual IEP review date, given an in-class written response task of one paragraph or 5 to 8 sentences, the student will complete the written response to the required length by the end of the period independently, completing at least 85% of assigned required sentences, on 4 of 5 consecutive writing tasks, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an in-class written response task of one paragraph or 5 to 8 sentences
- Behavior
- The student will complete the written response to the required length by the end of the period independently
- Criteria
- Completing at least 85% of assigned required sentences, on 4 of 5 consecutive writing tasks
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records items completed and items assigned.
Accuracy tracker
Work completion- Student label:
- Target:
- completing at least 85% of assigned required sentences
- Mastery rule:
- on 4 of 5 consecutive writing tasks
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given an in-class written response task of one paragraph or 5 to 8 sentences, the student will complete the written response to the required length by the end of the period independently, completing at least 85% of assigned required sentences, on 4 of 5 consecutive writing tasks, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # required sentences completed | # required sentences assigned | % completedcompleted ÷ assigned × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record how many assigned items were completed and how many were assigned for the defined work period.
- 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.