Make a written list for a real task
When to use this goal
For young students, or students with significant support needs in the early grades, who are ready to write for a practical purpose. Present levels should show the student writes some letters or words; the goal uses lists because each item is short and the purpose is obvious.
- Baseline
- Set up five real list-making moments and record each list exactly. Count a list as meeting the goal when it has at least three items an adult can read (invented spelling is fine). Note whether items are copied or written from sound.
- Tips
- Use the list for its purpose: shop for the snack, gather the garden tools. Real use teaches why writing matters. Families can add home list moments (a packing list, a list of friends to invite) and send them in.
- Limits
- Copying from cards and writing from sound are different skills; record which happened. List writing is short and does not show sentence skills. Opportunities depend on class activities; plan them ahead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-061.
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Goal
By the annual IEP review date, when planning a class activity (such as a snack, a garden job, or a craft), given a list form with numbered lines, the student will write a list of at least three items needed for the task, one item per line, that an adult can read 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 goal411 characters
- By the annual IEP review date, when planning a class activity (such as a snack, a garden job, or a craft), given a list form with numbered lines, the student will write a list of at least three items needed for the task, one item per line, that an adult can read 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
- When planning a class activity (such as a snack, a garden job, or a craft), given a list form with numbered lines
- Behavior
- The student will write a list of at least three items needed for the task, one item per line, that an adult can read 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, when planning a class activity (such as a snack, a garden job, or a craft), given a list form with numbered lines, the student will write a list of at least three items needed for the task, one item per line, that an adult can read 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.