Place a comma before the conjunction in compound sentences
When to use this goal
For students who write compound sentences with and, but, or so but never put a comma before the conjunction, or who put a comma before every and. Present levels should show the student writes compound sentences.
- Baseline
- Give two probes of 10 items that include a few sentences with a compound predicate (She ran and jumped) so over-use can be seen. Score each compound sentence as correct only when the comma is placed before the conjunction and not elsewhere. Record over-use separately.
- Tips
- Teach the test (can each side stand alone as a sentence?) rather than the rule name. Pair with the sentence-combining template, where the comma is part of the scoring. Use the student's own drafts as the third condition.
- Limits
- The rule interacts with run-on and comma-splice errors; a student who adds commas but no conjunction has a different problem. Short compound sentences are sometimes written without the comma in published text, which can confuse students.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-006.
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Goal
By the annual IEP review date, given 10 compound sentences with the comma missing, the student will add a comma before the conjunction in each compound sentence and leave sentences that do not need one unchanged independently with at least 85% accuracy on compound sentences, 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 goal366 characters
- By the annual IEP review date, given 10 compound sentences with the comma missing, the student will add a comma before the conjunction in each compound sentence and leave sentences that do not need one unchanged independently with at least 85% accuracy on compound 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 compound sentences with the comma missing
- Behavior
- The student will add a comma before the conjunction in each compound sentence and leave sentences that do not need one unchanged independently
- Criteria
- With at least 85% accuracy on compound 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 85% accuracy on compound 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 compound sentences with the comma missing, the student will add a comma before the conjunction in each compound sentence and leave sentences that do not need one unchanged independently with at least 85% accuracy on compound 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.