Finish each page of a story booklet
When to use this goal
For kindergarten and first grade students who start a story booklet with a picture and then stop, so most pages stay blank. Present levels should show the student can write at least a label or a short sentence on one page; the goal is carrying a piece across several pages.
- Baseline
- Collect two weeks of booklets and count pages with both a picture and words that relate to the story, out of pages in the booklet. Note where the student stops: after the first page is most common, often because the next part of the story was not planned.
- Tips
- Booklets fit the way young writers think: one idea per page. Planning by touching each page and saying what goes there is a quick routine students can take over. Accept invented spelling; this goal is about sustaining a piece, not spelling.
- Limits
- Completion does not judge quality, so check samples for whether pages connect. Booklet length should stay the same within a data cycle. Days with short writing time give lower counts that do not reflect the skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-058.
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Goal
By the annual IEP review date, during writing workshop, given a stapled booklet of three to five pages with a picture box and lines on each page, the student will add a picture and at least one sentence that tells part of the story on each booklet page independently, completing at least 80% of assigned booklet pages, across 3 consecutive weeks of booklets, as measured by work-sample analysis collected weekly.
Baseline: 30% of assigned work.
- 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. Work completion fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives work completion 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
- 30% of assigned work.
- Annual goal412 characters
- By the annual IEP review date, during writing workshop, given a stapled booklet of three to five pages with a picture box and lines on each page, the student will add a picture and at least one sentence that tells part of the story on each booklet page independently, completing at least 80% of assigned booklet pages, across 3 consecutive weeks of booklets, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During writing workshop, given a stapled booklet of three to five pages with a picture box and lines on each page
- Behavior
- The student will add a picture and at least one sentence that tells part of the story on each booklet page independently
- Criteria
- Completing at least 80% of assigned booklet pages, across 3 consecutive weeks of booklets
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records items completed and items assigned.
Accuracy tracker
Work completion- Student label:
- Target:
- completing at least 80% of assigned booklet pages
- Mastery rule:
- across 3 consecutive weeks of booklets
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during writing workshop, given a stapled booklet of three to five pages with a picture box and lines on each page, the student will add a picture and at least one sentence that tells part of the story on each booklet page independently, completing at least 80% of assigned booklet pages, across 3 consecutive weeks of booklets, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # booklet pages completed | # booklet pages assigned | % completedcompleted ÷ assigned × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record how many assigned items were completed and how many were assigned for the defined work period.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.