Use is or are and was or were
When to use this goal
For young students whose writing uses is with plural subjects or was with we and they (the dogs is, we was). Present levels should show the student writes simple sentences; check with the SLP whether the pattern is also in speech, and respect home dialects while teaching the school form.
- Baseline
- Give two probes of 12 items and score the verb. Note whether errors cluster with you, we, and they or with plural nouns. Compare with speech samples if the SLP has them.
- Tips
- Teach the school form as one of the ways people talk and write, used for school writing. Pointing to the subject first is a simple routine. Coordinate with the SLP so language and writing goals line up.
- Limits
- Fill-in tasks are easier than writing sentences; check journals for transfer. Dialect features are not errors in speech; the goal targets written school English. The probe covers only be verbs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-026.
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Goal
By the annual IEP review date, given 12 sentences with a blank for is, are, was, or were and a picture for each, the student will write the verb that matches the subject in each sentence, using is or was for one and are or were for more than one, you, and we independently with at least 90% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 45% 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
- 45% accuracy.
- Annual goal404 characters
- By the annual IEP review date, given 12 sentences with a blank for is, are, was, or were and a picture for each, the student will write the verb that matches the subject in each sentence, using is or was for one and are or were for more than one, you, and we independently with at least 90% 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 12 sentences with a blank for is, are, was, or were and a picture for each
- Behavior
- The student will write the verb that matches the subject in each sentence, using is or was for one and are or were for more than one, you, and we independently
- Criteria
- With at least 90% 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 90% 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 12 sentences with a blank for is, are, was, or were and a picture for each, the student will write the verb that matches the subject in each sentence, using is or was for one and are or were for more than one, you, and we independently with at least 90% 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.