Type a story continuation on timed keyboard probes
When to use this goal
For students who compose mainly on a keyboard because handwriting limits their output, and whose typed output is still short or hard to follow. Present levels should come from typed probes; handwritten probe scores are not comparable. Basic keyboarding (finding letters without searching each one) should already be in place.
- Baseline
- Give three typed probes on different days with tools off. Score correct word sequences, divide by 3, and take the median. If the student usually writes with spell-check on, run one extra probe with it on and note the difference, but keep progress probes in one condition so the line on the graph means one thing.
- Tips
- Use the same device, keyboard and font every week. Turning spell-check off for the probe is about measurement only; keep it on for daily writing. Pair this with a typing-speed check each quarter so you can tell whether low scores come from composing or from keyboarding.
- Limits
- Typing speed caps the score for some students, so a flat line may mean the keyboarding goal needs attention first. Probes say little about quality beyond the sentence level. Word prediction, if left on, changes what the probe measures.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-029.
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Goal
By the annual IEP review date, given an unpracticed story starter on a laptop with spell-check and word prediction turned off, 1 minute to think, and 3 minutes to type (total divided by 3 for the per-minute rate), the student will type a continuation of the story independently at a rate of at least 10 correct word sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 6 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
- 6 correct word sequences per minute.
- Annual goal443 characters
- By the annual IEP review date, given an unpracticed story starter on a laptop with spell-check and word prediction turned off, 1 minute to think, and 3 minutes to type (total divided by 3 for the per-minute rate), the student will type a continuation of the story independently at a rate of at least 10 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 story starter on a laptop with spell-check and word prediction turned off, 1 minute to think, and 3 minutes to type (total divided by 3 for the per-minute rate)
- Behavior
- The student will type a continuation of the story independently
- Criteria
- At a rate of at least 10 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 10 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 on a laptop with spell-check and word prediction turned off, 1 minute to think, and 3 minutes to type (total divided by 3 for the per-minute rate), the student will type a continuation of the story independently at a rate of at least 10 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.