Write common contractions with the apostrophe
When to use this goal
For young students who write contractions without the apostrophe (dont, cant) or put it in the wrong place (did'nt). Present levels should show the student can say both words a contraction stands for.
- Baseline
- Give two probes of 10 items mixing word pairs and dictated sentences. Score each contraction correct when spelled and punctuated correctly. Note whether the apostrophe is missing or misplaced.
- Tips
- Crossing out the removed letters and putting the apostrophe in their place makes the rule concrete. Use contractions the student already says. Check journals to see whether the apostrophe shows up there.
- Limits
- Won't is irregular; teach it separately. Word-pair tasks are easier than writing contractions while composing. The probe does not cover possessive apostrophes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-025.
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Goal
By the annual IEP review date, given 10 pairs of words to join into contractions (such as do not, I am, can not, it is), the student will write the contraction with the apostrophe where the letters were taken out independently with at least 85% accuracy on contractions, 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 goal361 characters
- By the annual IEP review date, given 10 pairs of words to join into contractions (such as do not, I am, can not, it is), the student will write the contraction with the apostrophe where the letters were taken out independently with at least 85% accuracy on contractions, 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 pairs of words to join into contractions (such as do not, I am, can not, it is)
- Behavior
- The student will write the contraction with the apostrophe where the letters were taken out independently
- Criteria
- With at least 85% accuracy on contractions, 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 85% accuracy on contractions
- 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 pairs of words to join into contractions (such as do not, I am, can not, it is), the student will write the contraction with the apostrophe where the letters were taken out independently with at least 85% accuracy on contractions, 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.