Write sentences free of grammar and usage errors in own writing
When to use this goal
For students who write complete sentences but with frequent grammar errors (missing words, agreement, tense, pronoun form, wrong word) that make the writing hard to read. Base the choice on counting error-free sentences in recent samples; the fragments-and-run-ons template addresses boundaries instead.
- Baseline
- Score three recent samples sentence by sentence as error-free or not, using a written list of what counts as a grammar or usage error (agreement, tense, pronoun form, missing or extra words, wrong word). Exclude spelling and punctuation. Tally error types; the top two become the student's personal checklist.
- Tips
- A personal checklist of the student's two or three most frequent errors is far more useful than a general grammar list. Reading aloud catches missing words for most students. Dictated drafts often contain speech-like grammar; the reread step is where the goal is met.
- Limits
- What counts as an error depends on the standard chosen; dialect features should be handled with care and agreed on in advance. Scoring every sentence takes time and scorers disagree; double-score periodically. Students can raise the percent by writing shorter sentences.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-020.
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Goal
By the annual IEP review date, in independent writing samples of at least eight sentences, the student will write sentences that are free of grammar and usage errors independently with at least 85% accuracy on sentences written, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
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 goal338 characters
- By the annual IEP review date, in independent writing samples of at least eight sentences, the student will write sentences that are free of grammar and usage errors independently with at least 85% accuracy on sentences written, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- In independent writing samples of at least eight sentences
- Behavior
- The student will write sentences that are free of grammar and usage errors independently
- Criteria
- With at least 85% accuracy on sentences written, across 3 consecutive biweekly writing samples
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 sentences written
- Mastery rule:
- across 3 consecutive biweekly writing samples
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, in independent writing samples of at least eight sentences, the student will write sentences that are free of grammar and usage errors independently with at least 85% accuracy on sentences written, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
| 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.