Use commas in lists, dates, and addresses
When to use this goal
For students who write lists with no commas or with commas in random places, and who are expected to write dates and addresses in letters and forms. Present levels should show end punctuation is mostly in place.
- Baseline
- Give two probes of 10 sentences. Score each required comma as an item, and tally extra commas as errors on the data sheet. Note which rule each error involves; series commas are usually learned first, then dates, then addresses.
- Tips
- Decide whether the comma before and in a series is required and keep the rule constant. Letters and forms give real practice for dates and addresses. Add the student's own writing as a transfer check once probes are reliable.
- Limits
- Adding commas to prepared sentences is easier than using them while composing. Extra commas are not captured by the percent unless tracked. Style guides differ on the series comma, so the scoring rule must be stated.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-005.
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Goal
By the annual IEP review date, given 10 sentences that each need commas in a series, a date, or an address, the student will add commas where they belong in each series, date, and address independently with at least 85% accuracy on comma placements, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal340 characters
- By the annual IEP review date, given 10 sentences that each need commas in a series, a date, or an address, the student will add commas where they belong in each series, date, and address independently with at least 85% accuracy on comma placements, 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 that each need commas in a series, a date, or an address
- Behavior
- The student will add commas where they belong in each series, date, and address independently
- Criteria
- With at least 85% accuracy on comma placements, 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 85% accuracy on comma placements
- 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 that each need commas in a series, a date, or an address, the student will add commas where they belong in each series, date, and address independently with at least 85% accuracy on comma placements, 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.