Set off nonessential clauses with commas
When to use this goal
For students who use who and which clauses but either leave out the commas around extra information or put commas around essential information. Present levels should show the student writes complex sentences with relative clauses.
- Baseline
- Give two probes of 12 items and score each sentence. Separate errors on nonessential clauses (missing commas) from errors on essential clauses (extra commas).
- Tips
- The remove-and-reread test works well. Show how commas change meaning (My brother, who lives in Texas, versus My brother who lives in Texas). Pair with appositive commas.
- Limits
- Some sentences can go either way depending on meaning; choose clear items for probes. Usage of that versus which varies by style. Transfer to writing needs checking.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-043.
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Goal
By the annual IEP review date, given 12 sentences with who, which, or that clauses, half essential and half nonessential, the student will independently add commas around clauses that give extra information and leave essential clauses without commas with at least 80% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 25% 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
- 25% accuracy.
- Annual goal381 characters
- By the annual IEP review date, given 12 sentences with who, which, or that clauses, half essential and half nonessential, the student will independently add commas around clauses that give extra information and leave essential clauses without commas with at least 80% 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 12 sentences with who, which, or that clauses, half essential and half nonessential
- Behavior
- The student will independently add commas around clauses that give extra information and leave essential clauses without commas
- Criteria
- With at least 80% 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 80% 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 12 sentences with who, which, or that clauses, half essential and half nonessential, the student will independently add commas around clauses that give extra information and leave essential clauses without commas with at least 80% 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.