Proofread a draft and correct own errors
When to use this goal
For students whose written drafts reach the teacher with capital, punctuation, and spelling errors the student can fix when they are pointed out. The errors must be ones the student has been taught; present levels and the student's instructional level decide which error types are on the checklist.
- Baseline
- Copy three drafts before proofreading, count the checklist-type errors in each, then let the student proofread with the checklist. Score corrected errors divided by errors present. Note whether the student finds errors and fixes them wrongly, which points to a skill gap, not a checking gap.
- Tips
- Score only error types on the checklist. A new error introduced while fixing counts against the score. Keep a copy of the unedited draft so scoring is quick. Students who use speech to text can proofread by listening to the draft read back.
- Limits
- Measures self-correction of taught conventions, not writing quality. Spelling errors the student cannot recognize are a spelling need, not a self-monitoring one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-024.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after drafting a paragraph or short essay, using a three-item proofreading checklist (capitals, end marks, circled misspellings), the student will reread the draft one checklist item at a time and correct the errors they find independently with at least 75% accuracy on checklist-type errors in the draft (errors corrected out of errors present), on 3 of 4 consecutive writing samples, as measured by work-sample analysis collected every two weeks.
Baseline: 30% 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 Self-Monitoring.
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 - Self-Monitoring
- Baseline
- 30% accuracy.
- Annual goal479 characters
- By the annual IEP review date, after drafting a paragraph or short essay, using a three-item proofreading checklist (capitals, end marks, circled misspellings), the student will reread the draft one checklist item at a time and correct the errors they find independently with at least 75% accuracy on checklist-type errors in the draft (errors corrected out of errors present), on 3 of 4 consecutive writing samples, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After drafting a paragraph or short essay, using a three-item proofreading checklist (capitals, end marks, circled misspellings)
- Behavior
- The student will reread the draft one checklist item at a time and correct the errors they find independently
- Criteria
- With at least 75% accuracy on checklist-type errors in the draft (errors corrected out of errors present), on 3 of 4 consecutive writing samples
- 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 75% accuracy on checklist-type errors in the draft (errors corrected out of errors present)
- Mastery rule:
- on 3 of 4 consecutive writing samples
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, after drafting a paragraph or short essay, using a three-item proofreading checklist (capitals, end marks, circled misspellings), the student will reread the draft one checklist item at a time and correct the errors they find independently with at least 75% accuracy on checklist-type errors in the draft (errors corrected out of errors present), on 3 of 4 consecutive writing samples, 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.