Follow an editing routine to check capitals, punctuation, and spelling
When to use this goal
For students who can find convention errors when told to look but do not have a routine for checking their own drafts, so errors stay in final copies. Present levels should show the rules are known in isolation; the goal targets the process.
- Baseline
- Observe two or three editing sessions and mark each step as independent, prompted, or not done. Artifacts help: a draft with circled words and corrections shows which steps happened. Record the prompt type each step needed.
- Tips
- Match the steps to whatever acronym the class uses (COPS, CUPS) so the student hears one routine. A step counts as independent when the checklist alone prompted it. Pair with the errors-per-100-words template to see whether the routine reduces errors in the product.
- Limits
- Completing the steps does not guarantee errors are found; the product measure shows that. Observation requires adult time; the artifact check is a reasonable substitute for some steps. Short drafts give little to edit.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-022.
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Goal
By the annual IEP review date, after completing a draft of at least a paragraph during writing time, the student will carry out an editing routine that checks capitals, end punctuation, and spelling before turning in the draft using a written editing checklist, performing at least 5 of 6 steps independently, across 3 consecutive observed drafts, as measured by a task-analysis checklist collected weekly.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 1 of 6 steps independently.
- Annual goal406 characters
- By the annual IEP review date, after completing a draft of at least a paragraph during writing time, the student will carry out an editing routine that checks capitals, end punctuation, and spelling before turning in the draft using a written editing checklist, performing at least 5 of 6 steps independently, across 3 consecutive observed drafts, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After completing a draft of at least a paragraph during writing time
- Behavior
- The student will carry out an editing routine that checks capitals, end punctuation, and spelling before turning in the draft using a written editing checklist
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive observed drafts
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive observed drafts
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after completing a draft of at least a paragraph during writing time, the student will carry out an editing routine that checks capitals, end punctuation, and spelling before turning in the draft using a written editing checklist, performing at least 5 of 6 steps independently, across 3 consecutive observed drafts, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Rereads the whole draft once before marking anything | ||||||||
| 2. Checks that each sentence begins with a capital letter and fixes any that do not | ||||||||
| 3. Checks that each sentence has an end mark and fixes any that do not | ||||||||
| 4. Circles words that may be misspelled and checks them with a tool or word list | ||||||||
| 5. Checks capitals on names and the pronoun I | ||||||||
| 6. Marks the checklist as complete and turns in the edited draft | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.