Keep verb tense consistent within a paragraph
When to use this goal
For students who shift between past and present tense mid-paragraph (She walked in and sees the dog) or who write everything in present tense when past is required. Present levels should show the student forms regular past tense in speech.
- Baseline
- Give two probes of a 10-sentence paragraph with five tense errors, and score every verb (not only the errors) so that new errors count. Also score three narrative samples: circle every verb and compute the percent that match the dominant tense. Note whether errors cluster on irregular verbs.
- Tips
- Teach a reread step where the student circles every verb and checks it against the first. Narratives are the best source of own-writing samples because past tense is expected. Irregular past forms may need a vocabulary-style list.
- Limits
- Some tense shifts are correct (a flashback, a general truth), so probes must use clear cases. Counting every verb in own writing takes time. Students who do not mark past tense in speech need the SLP involved; this is then a language goal as much as a writing one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-010.
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Goal
By the annual IEP review date, given a paragraph of 10 sentences with five verbs in the wrong tense, the student will find and correct each verb that does not match the paragraph's tense independently with at least 90% accuracy on verbs, in 3 of 4 consecutive weekly probes, 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 goal328 characters
- By the annual IEP review date, given a paragraph of 10 sentences with five verbs in the wrong tense, the student will find and correct each verb that does not match the paragraph's tense independently with at least 90% accuracy on verbs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a paragraph of 10 sentences with five verbs in the wrong tense
- Behavior
- The student will find and correct each verb that does not match the paragraph's tense independently
- Criteria
- With at least 90% accuracy on verbs, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on verbs
- 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 a paragraph of 10 sentences with five verbs in the wrong tense, the student will find and correct each verb that does not match the paragraph's tense independently with at least 90% accuracy on verbs, 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.