Edit in one pass per error type
When to use this goal
For students who try to fix everything in one reread and miss most errors, often because they read for meaning instead of conventions. Present levels should show the student can find an error type when told what to look for; the goal makes separate passes a habit.
- Baseline
- For five drafts, check whether the student completes all passes and how many errors of each type remain afterward. Count an opportunity as met when all passes are checked off and most errors of each type are fixed (at least 3 of 4).
- Tips
- Separate passes work because the brain cannot look for everything at once. Let the student choose the order of passes. Reading backward sentence by sentence helps on the spelling pass.
- Limits
- Passes take time; protect editing time on data days. Errors the student does not recognize stay unfixed regardless of passes. The goal measures the routine and its effect, not new knowledge.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-037.
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Goal
By the annual IEP review date, after drafting a paragraph or longer, given a conventions checklist with one row per pass (capitals, end marks, commas, spelling), the student will reread the draft once for each checklist row, fix the errors of that type, and check off the row before starting the next pass independently in at least 4 of 5 opportunities, across 5 consecutive edited drafts, as measured by opportunity-by-opportunity data collected per draft, at least 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 goal474 characters
- By the annual IEP review date, after drafting a paragraph or longer, given a conventions checklist with one row per pass (capitals, end marks, commas, spelling), the student will reread the draft once for each checklist row, fix the errors of that type, and check off the row before starting the next pass independently in at least 4 of 5 opportunities, across 5 consecutive edited drafts, as measured by opportunity-by-opportunity data collected per draft, at least weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After drafting a paragraph or longer, given a conventions checklist with one row per pass (capitals, end marks, commas, spelling)
- Behavior
- The student will reread the draft once for each checklist row, fix the errors of that type, and check off the row before starting the next pass independently
- Criteria
- In at least 4 of 5 opportunities, across 5 consecutive edited drafts
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Per draft, at least 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 5 consecutive edited drafts
- Collection schedule:
- per draft, at least weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after drafting a paragraph or longer, given a conventions checklist with one row per pass (capitals, end marks, commas, spelling), the student will reread the draft once for each checklist row, fix the errors of that type, and check off the row before starting the next pass independently in at least 4 of 5 opportunities, across 5 consecutive edited drafts, as measured by opportunity-by-opportunity data collected per draft, at least 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.