Peer-edit for capitals and end marks
When to use this goal
For students who find conventions errors more easily in others' writing than in their own and can build the skill there first. Present levels should show the student can identify a missing capital or end mark in a short teacher-made passage.
- Baseline
- Use teacher-made practice drafts with a known number of errors for baseline and data days. Score errors found out of errors present. Record false marks (marking a correct capital) separately.
- Tips
- Teacher-made drafts make scoring reliable; real peer drafts give practice. Teach kind feedback language alongside the symbols. Follow peer editing with a self-editing check so the skill transfers.
- Limits
- Peer drafts vary in error count; use practice drafts for data. Finding errors in others' work does not guarantee finding them in one's own. Students may be reluctant to mark a friend's paper; set norms.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-038.
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Goal
By the annual IEP review date, during peer editing, given a classmate's draft and an editing checklist, the student will mark each missing or incorrect capital letter and end mark in the draft with an editing symbol independently with at least 80% accuracy on errors in the draft, on 3 of 4 consecutive scored editing tasks, 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 goal378 characters
- By the annual IEP review date, during peer editing, given a classmate's draft and an editing checklist, the student will mark each missing or incorrect capital letter and end mark in the draft with an editing symbol independently with at least 80% accuracy on errors in the draft, on 3 of 4 consecutive scored editing tasks, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During peer editing, given a classmate's draft and an editing checklist
- Behavior
- The student will mark each missing or incorrect capital letter and end mark in the draft with an editing symbol independently
- Criteria
- With at least 80% accuracy on errors in the draft, on 3 of 4 consecutive scored editing tasks
- 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 80% accuracy on errors in the draft
- Mastery rule:
- on 3 of 4 consecutive scored editing tasks
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during peer editing, given a classmate's draft and an editing checklist, the student will mark each missing or incorrect capital letter and end mark in the draft with an editing symbol independently with at least 80% accuracy on errors in the draft, on 3 of 4 consecutive scored editing tasks, 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.