Begin each sentence with a capital letter in own writing
When to use this goal
For students who can write sentences but start them with lowercase letters most of the time, even after reminders. Present levels should show the student can form capital letters; if formation is the barrier, a handwriting goal comes first.
- Baseline
- Score three recent samples by counting sentences the student intended and the number that begin with a capital. Where sentences run together, use the same segmenting rule every time and write it on the data sheet. Note whether the student capitalizes letters mid-sentence at random, which is a different pattern.
- Tips
- Teach the rule as part of a reread step, not only while drafting. Pair with the end-punctuation template since the two mark the same boundary; for some students one goal covering both is enough. Keep auto-capitalization off on data days so the score reflects the student.
- Limits
- Counting sentence beginnings requires deciding where sentences begin, which is ambiguous in run-on writing. The percentage can rise if the student writes fewer, longer sentences; track sentence count. Reversed or poorly formed capitals should be scored by intent.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-001.
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Goal
By the annual IEP review date, in independent writing samples of at least five sentences, the student will begin each sentence with a capital letter independently with at least 90% accuracy on sentence beginnings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Capitalization, Punctuation & Grammar.
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 - Capitalization, Punctuation & Grammar
- Baseline
- 40% accuracy.
- Annual goal312 characters
- By the annual IEP review date, in independent writing samples of at least five sentences, the student will begin each sentence with a capital letter independently with at least 90% accuracy on sentence beginnings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- In independent writing samples of at least five sentences
- Behavior
- The student will begin each sentence with a capital letter independently
- Criteria
- With at least 90% accuracy on sentence beginnings, across 3 consecutive weekly writing samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on sentence beginnings
- Mastery rule:
- across 3 consecutive weekly writing samples
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, in independent writing samples of at least five sentences, the student will begin each sentence with a capital letter independently with at least 90% accuracy on sentence beginnings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- 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.