Tell its from it's and your from you're
When to use this goal
For students who mix up contractions and possessive pronouns (its and it's, your and you're, their and they're) in their own writing. Present levels should show the student can expand contractions into two words; this is the test the goal teaches.
- Baseline
- Give two probes of 15 items and score each word. Also count these words in a recent writing sample; errors in own writing are the real target. Note which pair is most confused.
- Tips
- The two-word test is simple and works for every pair. Grammar checkers flag some of these; teach the student to check the flag with the test. Track the student's own most-confused pair.
- Limits
- There and their are not a contraction pair; the test does not help there, so teach a meaning clue. Fill-in tasks are easier than self-editing. Some errors are typing slips.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-032.
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Goal
By the annual IEP review date, given 15 sentences with a blank for its, it's, your, you're, their, they're, or there, the student will write or keep the correct word in each sentence by testing whether the two-word form (it is, you are, they are) makes sense independently with at least 90% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal404 characters
- By the annual IEP review date, given 15 sentences with a blank for its, it's, your, you're, their, they're, or there, the student will write or keep the correct word in each sentence by testing whether the two-word form (it is, you are, they are) makes sense 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 15 sentences with a blank for its, it's, your, you're, their, they're, or there
- Behavior
- The student will write or keep the correct word in each sentence by testing whether the two-word form (it is, you are, they are) makes sense 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 15 sentences with a blank for its, it's, your, you're, their, they're, or there, the student will write or keep the correct word in each sentence by testing whether the two-word form (it is, you are, they are) makes sense 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.