Use semicolons and colons correctly in sentences
When to use this goal
Fits high school students in general education English who use commas and end marks reliably and are expected to punctuate more advanced sentences on essays and exams. This is a refinement goal; present levels should show no need at the comma level first.
- Baseline
- Give two probes of 10 sentences with a mix of semicolon, colon, and no-change items. Score each sentence as correct only when the right mark is placed and no extra marks are added. Note whether the student uses a semicolon where a colon belongs, the most common confusion.
- Tips
- Teach the semicolon as a fix for comma splices, which gives it an immediate use. Teach the colon with the complete-sentence-before-it rule. Use essay drafts as the third condition; most students need only a few correct uses per essay.
- Limits
- These marks are optional in most sentences, so the probe must present cases where they are clearly needed. Over-use in own writing is a real risk once taught. Most students do not need this goal; reserve it for those whose coursework demands it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-015.
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Goal
By the annual IEP review date, given 10 sentences that each need a semicolon between related independent clauses or a colon before a list or explanation, the student will add a semicolon or colon where it belongs in each sentence and leave correctly punctuated sentences unchanged independently with at least 80% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 20% 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
- 20% accuracy.
- Annual goal426 characters
- By the annual IEP review date, given 10 sentences that each need a semicolon between related independent clauses or a colon before a list or explanation, the student will add a semicolon or colon where it belongs in each sentence and leave correctly punctuated sentences unchanged independently with at least 80% 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 that each need a semicolon between related independent clauses or a colon before a list or explanation
- Behavior
- The student will add a semicolon or colon where it belongs in each sentence and leave correctly punctuated sentences unchanged independently
- Criteria
- With at least 80% 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 80% 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 that each need a semicolon between related independent clauses or a colon before a list or explanation, the student will add a semicolon or colon where it belongs in each sentence and leave correctly punctuated sentences unchanged independently with at least 80% 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.