Write correct word sequences on timed story-starter probes
Live goal preview
By the annual IEP review date, given an unpracticed story starter, 1 minute to plan, and 3 minutes to write, the student will write a continuation of the story independently at a rate of at least 9 correct word sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 5 correct word sequences per minute.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Rate (per minute) is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Curriculum-based measurement can produce rate (per minute) data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Written Expression.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- Fits students whose present levels show that they write very little in a set time or that their sentences break down quickly, so that a general outcome measure is useful for tracking growth. Choose the probe level from the student's current performance, not grade placement, and keep the probe format identical from week to week.
- Baseline considerations
- Give three probes with different story starters across one to two weeks and use the median. Score correct word sequences (adjacent pairs of correctly spelled, grammatically acceptable words, including correct capitalization and end punctuation at sentence boundaries) and divide the 3-minute total by 3. Record total words written as well, because it shows whether low scores come from limited output or from errors.
- Usage notes
- Use as a general outcome measure alongside a more specific writing goal; it is sensitive to growth in spelling, grammar, and output at once. Score every probe the same way, ideally with the same scorer or with periodic double-scoring. If the student writes with a keyboard or speech-to-text during instruction, decide which mode the probe uses and keep it constant.
- Known limitations
- Correct word sequences do not capture organization, ideas, or genre features, so pair this goal with a rubric-based goal when quality is the concern. Scoring takes practice and scorers can disagree. Changing the response mode (handwriting, keyboard, dictation) changes the numbers, so comparisons are only valid within one mode.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
wr-exp-001.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Frequency & rate tracker. Your goal is a per-minute rate, so the sheet records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 9 correct word sequences per minute
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given an unpracticed story starter, 1 minute to plan, and 3 minutes to write, the student will write a continuation of the story independently at a rate of at least 9 correct word sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use the same timing length and probe type every session.
- Rate = number correct ÷ minutes timed.
- Target unit: correct word sequences per minute.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.