Write a dictated sentence after one hearing
When to use this goal
For students whose present levels show dictated sentences written with missing words or endings, even when they spell the words correctly in isolation. Use sentences with known words so the measure is holding the sentence, not spelling. Present levels decide sentence length.
- Baseline
- Dictate three sentences of known words once each and count words written in order (spelling errors on a present word still count as present). Note whether omissions come at the end of the sentence, a sign the sentence was not held.
- Tips
- Score word presence and order, not spelling, so the measure stays on memory. Teach repeating the sentence and counting words on fingers as strategies. Pair with a spelling goal if spelling is also a need.
- Limits
- Hearing or language processing needs affect this task; rule them out. Dictation is a classroom task; check that the strategy carries over to the student's own writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-024.
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Goal
By the annual IEP review date, given a dictated sentence of 8 to 10 known words said once, the student will write the dictated sentence with every word in order independently with at least 90% accuracy on words written in the correct order, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly, with 3 sentences per probe.
Baseline: 55% 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 Working Memory Strategies.
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 - Working Memory Strategies
- Baseline
- 55% accuracy.
- Annual goal359 characters
- By the annual IEP review date, given a dictated sentence of 8 to 10 known words said once, the student will write the dictated sentence with every word in order independently with at least 90% accuracy on words written in the correct order, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly, with 3 sentences per probe.
- Timeframe
- By the annual IEP review date
- Condition
- Given a dictated sentence of 8 to 10 known words said once
- Behavior
- The student will write the dictated sentence with every word in order independently
- Criteria
- With at least 90% accuracy on words written in the correct order, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly, with 3 sentences per probe
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 90% accuracy on words written in the correct order
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly, with 3 sentences per probe
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a dictated sentence of 8 to 10 known words said once, the student will write the dictated sentence with every word in order independently with at least 90% accuracy on words written in the correct order, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly, with 3 sentences per probe.
| 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.