Lower capital and end-mark errors per 100 words
When to use this goal
For upper elementary students whose edited writing still has many missing capitals and end marks. Counting errors per 100 words makes pieces of different lengths comparable. Present levels should come from several edited pieces scored the same way.
- Baseline
- Score three or four edited pieces. Count capital and end-mark errors, count the words, and convert to errors per 100 words (errors divided by words, times 100). Keep the error types narrow so scoring is fast and reliable.
- Tips
- This is a narrower, younger version of the final-draft error goal: only capitals and end marks. Graph the per-100-words rate so the student sees it fall. Pair with a skill goal so the student also adds what is missing.
- Limits
- Very short pieces give unstable rates; use pieces of at least 50 words. Scorers must agree on what counts as a sentence boundary. Other conventions are not counted.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-030.
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Goal
By the annual IEP review date, in the edited copy of a paragraph or longer written for any class, the student will reduce missing or incorrect capitals and end marks to no more than 2 instances per 100 words of edited writing, across 4 consecutive scored pieces, as measured by frequency recording collected weekly.
Baseline: 8 instances per 100 words of edited writing.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 8 instances per 100 words of edited writing.
- Annual goal315 characters
- By the annual IEP review date, in the edited copy of a paragraph or longer written for any class, the student will reduce missing or incorrect capitals and end marks to no more than 2 instances per 100 words of edited writing, across 4 consecutive scored pieces, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- In the edited copy of a paragraph or longer written for any class
- Behavior
- The student will reduce missing or incorrect capitals and end marks
- Criteria
- No more than 2 instances per 100 words of edited writing, across 4 consecutive scored pieces
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 2 instances per 100 words of edited writing
- Mastery rule:
- across 4 consecutive scored pieces
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, in the edited copy of a paragraph or longer written for any class, the student will reduce missing or incorrect capitals and end marks to no more than 2 instances per 100 words of edited writing, across 4 consecutive scored pieces, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 100 words of edited writing.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.