Add end marks where the voice stops
When to use this goal
For students who write long strings of words with no end marks, or one period at the end of the whole page. Present levels should show the student can tell where a sentence ends when an adult reads their writing aloud; the goal teaches them to hear it themselves.
- Baseline
- Collect five pieces of writing before and after the reread. Count a piece as met when the student adds end marks at most of the sentence boundaries (at least 80% of them) without adding marks in the middle of sentences.
- Tips
- Whisper phones let students hear themselves without disturbing others. Text-to-speech reads exactly what is written, which helps students who read their intended words instead of their actual ones. Praise each added mark.
- Limits
- Students who read with little expression may not hear the stop; model it. Adding marks in the wrong places can rise at first. The goal does not address run-on sentences joined with and.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-028.
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Goal
By the annual IEP review date, after writing a journal entry or story of three or more sentences, the student will reread the writing aloud or in a whisper and add an end mark each place the voice stops and the idea is complete independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 5 opportunities.
- Annual goal376 characters
- By the annual IEP review date, after writing a journal entry or story of three or more sentences, the student will reread the writing aloud or in a whisper and add an end mark each place the voice stops and the idea is complete independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After writing a journal entry or story of three or more sentences
- Behavior
- The student will reread the writing aloud or in a whisper and add an end mark each place the voice stops and the idea is complete independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after writing a journal entry or story of three or more sentences, the student will reread the writing aloud or in a whisper and add an end mark each place the voice stops and the idea is complete independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.