Add a sentence to a class predictable chart
When to use this goal
For beginning writers with significant support needs who are not yet composing on their own but can choose a word or picture to finish a repeated sentence. Present levels should describe how the student makes choices (speech, AAC, pointing, eye gaze to a choice) and whether they recognize their own name in print.
- Baseline
- During five shared writing lessons, record whether the student chose a word, the support used, and whether they located their sentence afterward. Count the opportunity only when both the word choice and the locating step happen.
- Tips
- A predictable chart repeats over several days: write it, reread it, cut sentences into words to rebuild, then make a class book. Each day is an opportunity. Accept any reliable mode of choosing. For older students use frames and topics that fit their age (I want to try... My favorite song is...).
- Limits
- The adult does the transcription, so this goal measures composing choices and print awareness, not writing letters. Opportunities depend on the shared writing schedule. Students who always pick the same word may need the choices changed to keep the choice real.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-047.
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Goal
By the annual IEP review date, during a shared writing lesson with a repeated sentence frame on chart paper (such as I like... or At the park I see...), the student will choose a word that finishes the sentence frame and, after the adult writes it, find their own sentence on the chart by the name at the end independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 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
- 1 of 5 opportunities.
- Annual goal457 characters
- By the annual IEP review date, during a shared writing lesson with a repeated sentence frame on chart paper (such as I like... or At the park I see...), the student will choose a word that finishes the sentence frame and, after the adult writes it, find their own sentence on the chart by the name at the end 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
- During a shared writing lesson with a repeated sentence frame on chart paper (such as I like... or At the park I see...)
- Behavior
- The student will choose a word that finishes the sentence frame and, after the adult writes it, find their own sentence on the chart by the name at the end 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, during a shared writing lesson with a repeated sentence frame on chart paper (such as I like... or At the park I see...), the student will choose a word that finishes the sentence frame and, after the adult writes it, find their own sentence on the chart by the name at the end 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.