Choose the correct end mark for given sentences
When to use this goal
For students who put a period on everything or who cannot tell which mark a sentence needs when it is read to them. It is a recognition step before using end marks in own writing. Base the choice on current errors and whether the student can read the items.
- Baseline
- Give two probes of 10 sentences with at least three of each type. Record errors by type; most students get statements right and miss questions that do not begin with a question word. Chance performance with three choices is about 33%.
- Tips
- Teach the question words and the subject-verb flip as clues, and teach that exclamations show strong feeling. Reading with expression is a strong support; fade it if the goal is written as independent. Follow with the own-writing end punctuation template.
- Limits
- Choosing a mark for a given sentence is easier than marking boundaries in one's own writing. Exclamation points are partly a matter of choice, so items must be clear cases. Ten items make each worth 10 points.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-004.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 sentences with no end mark, mixed statements, questions, and exclamations, the student will write the end mark that matches each sentence independently with at least 90% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal323 characters
- By the annual IEP review date, given 10 sentences with no end mark, mixed statements, questions, and exclamations, the student will write the end mark that matches each sentence independently with at least 90% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 sentences with no end mark, mixed statements, questions, and exclamations
- Behavior
- The student will write the end mark that matches each sentence independently
- Criteria
- With at least 90% accuracy on sentences, in 3 of 4 consecutive weekly probes
- 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 sentences
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 sentences with no end mark, mixed statements, questions, and exclamations, the student will write the end mark that matches each sentence independently with at least 90% accuracy on sentences, in 3 of 4 consecutive weekly probes, 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.