Revise a draft by adding, removing, or reordering content
When to use this goal
For students who treat the first draft as final, or whose revisions are limited to fixing spelling and recopying. Present levels should show that the student can produce a draft of several sentences; the goal targets the revising step of the process.
- Baseline
- Compare first and revised drafts for five recent assignments. Count only content changes (added, deleted, or moved ideas); surface edits such as spelling and capitals do not count. Typed drafts with version history make this comparison simple; for handwritten work, keep both drafts.
- Tips
- Define revising and editing separately for the student; many conflate them. Teach a small set of revision moves (add a detail, cut what is off topic, move a sentence) and name them on the checklist. Use colored pen or tracked changes so revisions are visible.
- Limits
- This goal counts revisions, not whether they made the writing better; a rubric on the final draft shows quality. Assignments that do not allow time for revision do not count as opportunities. Students may make trivial changes to meet the count, so define what counts as a content change in writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-015.
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Goal
By the annual IEP review date, after completing a first draft of a paragraph or longer and receiving a revision checklist, the student will revise the draft by making at least three content changes (adding a detail, removing an off-topic sentence, or reordering ideas) independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 0 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 0 of 5 opportunities.
- Annual goal417 characters
- By the annual IEP review date, after completing a first draft of a paragraph or longer and receiving a revision checklist, the student will revise the draft by making at least three content changes (adding a detail, removing an off-topic sentence, or reordering ideas) independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After completing a first draft of a paragraph or longer and receiving a revision checklist
- Behavior
- The student will revise the draft by making at least three content changes (adding a detail, removing an off-topic sentence, or reordering ideas) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after completing a first draft of a paragraph or longer and receiving a revision checklist, the student will revise the draft by making at least three content changes (adding a detail, removing an off-topic sentence, or reordering ideas) independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.