Build persuasive writing fluency on timed probes
When to use this goal
For high school students who need a quick, repeatable measure of writing output that reflects the persuasive and argument writing their courses demand. Present levels should come from this probe format, not from a grade on a class essay. Fits students writing below the expectations of grade-level argument tasks.
- Baseline
- Give three probes on different prompts and score correct word sequences across the full 7 minutes, then divide by 7. Some teams also score correct minus incorrect word sequences for this age; pick one metric and keep it all year. Note whether the student stops writing before time is called.
- Tips
- Prompts should be issues any teen can argue without research. Seven-minute probes are long enough to show organization starting to matter but short enough to give every two weeks. Pair with the argumentative essay rubric goal so the team sees both fluency and quality.
- Limits
- Fluency is not the same as argument quality; a high score can come from many simple sentences. Interest in the prompt affects output. The probe does not reflect the effect of planning time or sources that real assignments include.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-031.
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Goal
By the annual IEP review date, given an unpracticed persuasive prompt on an everyday issue (such as whether students should have a later start time), 1 minute to plan, and 7 minutes to write (total divided by 7 for the per-minute rate), the student will write a response that takes a position and gives reasons independently at a rate of at least 12 correct word sequences per minute, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
Baseline: 8 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
- 8 correct word sequences per minute.
- Annual goal501 characters
- By the annual IEP review date, given an unpracticed persuasive prompt on an everyday issue (such as whether students should have a later start time), 1 minute to plan, and 7 minutes to write (total divided by 7 for the per-minute rate), the student will write a response that takes a position and gives reasons independently at a rate of at least 12 correct word sequences per minute, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed persuasive prompt on an everyday issue (such as whether students should have a later start time), 1 minute to plan, and 7 minutes to write (total divided by 7 for the per-minute rate)
- Behavior
- The student will write a response that takes a position and gives reasons independently
- Criteria
- At a rate of at least 12 correct word sequences per minute, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Every two weeks
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 12 correct word sequences per minute
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given an unpracticed persuasive prompt on an everyday issue (such as whether students should have a later start time), 1 minute to plan, and 7 minutes to write (total divided by 7 for the per-minute rate), the student will write a response that takes a position and gives reasons independently at a rate of at least 12 correct word sequences per minute, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
| 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.