Build writing fluency on picture-word probes
When to use this goal
Fits first and second graders, or older beginning writers, who can write some words but produce very little connected text in a short window. Present levels in the same probe format decide fit: if the student writes fewer than five words in three minutes, start with a dictated or copied sentence goal instead.
- Baseline
- Give three picture-word probes on different days with the same timing and directions. Score correct word sequences (two adjacent words that are spelled correctly and fit grammatically, plus a correct first and last word), divide by 3 for a per-minute rate, and use the median. Record total words written on the same probe so families can see quantity grow alongside accuracy.
- Tips
- Keep a set of 20 or more picture-word cards at a similar level and rotate them so no card repeats within a month. Give the probe in the first minutes of the writing block, before instruction. Graph the median of each week's probes; one probe moves a lot from day to day.
- Limits
- Correct word sequences reward spelling and grammar together, so a student who writes long sentences with invented spelling may score lower than their ideas deserve. Three minutes says nothing about planning or organization. Students with significant handwriting difficulty may need a typed version of the probe, scored the same way.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-028.
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Goal
By the annual IEP review date, given an unpracticed picture-word prompt (a picture with its printed word) and 3 minutes to write (total divided by 3 for the per-minute rate), the student will write sentences about the pictured word independently at a rate of at least 5 correct word sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 2 correct word sequences per minute.
- 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. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Curriculum-based measurement gives rate (per minute) 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
- 2 correct word sequences per minute.
- Annual goal410 characters
- By the annual IEP review date, given an unpracticed picture-word prompt (a picture with its printed word) and 3 minutes to write (total divided by 3 for the per-minute rate), the student will write sentences about the pictured word independently at a rate of at least 5 correct word sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed picture-word prompt (a picture with its printed word) and 3 minutes to write (total divided by 3 for the per-minute rate)
- Behavior
- The student will write sentences about the pictured word independently
- Criteria
- At a rate of at least 5 correct word sequences per minute, in 3 of 4 consecutive weekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 5 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 picture-word prompt (a picture with its printed word) and 3 minutes to write (total divided by 3 for the per-minute rate), the student will write sentences about the pictured word independently at a rate of at least 5 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. Sheets print blank; no student data is stored.