Punctuate abbreviations and titles of people
When to use this goal
For students who write titles and common abbreviations without capitals or periods (mr smith, dr lee, main st). Present levels should show capitals for names; the goal covers the short forms students use in letters, addresses, and forms.
- Baseline
- Give one or two probes of 12 items and score each abbreviation. Check a recent letter or form too. Note whether capitals or periods are the usual miss.
- Tips
- These forms appear on envelopes, forms, and messages, so practice with real ones. Postal abbreviations for states (OH, CA) have no periods; teach them separately. Use names of real staff members.
- Limits
- Style varies (some styles drop periods in Mr); follow the class's rule. The set is small and the goal short. Transfer to forms should be checked.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-033.
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Goal
By the annual IEP review date, given 12 phrases with people's titles and common abbreviations (Mr., Mrs., Ms., Dr., St., Ave., Jan.), the student will write each title or abbreviation with a capital letter and a period independently with at least 90% accuracy on abbreviations, across 3 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 goal367 characters
- By the annual IEP review date, given 12 phrases with people's titles and common abbreviations (Mr., Mrs., Ms., Dr., St., Ave., Jan.), the student will write each title or abbreviation with a capital letter and a period independently with at least 90% accuracy on abbreviations, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 12 phrases with people's titles and common abbreviations (Mr., Mrs., Ms., Dr., St., Ave., Jan.)
- Behavior
- The student will write each title or abbreviation with a capital letter and a period independently
- Criteria
- With at least 90% accuracy on abbreviations, across 3 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 abbreviations
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 12 phrases with people's titles and common abbreviations (Mr., Mrs., Ms., Dr., St., Ave., Jan.), the student will write each title or abbreviation with a capital letter and a period independently with at least 90% accuracy on abbreviations, across 3 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.