Keep one point of view in a piece
When to use this goal
For students whose essays shift between I, you, and they (I think students should... because you get tired... and they need...). Present levels should show organized paragraphs; the target is choosing a point of view and keeping it.
- Baseline
- In two or three pieces, mark each sentence as consistent with the chosen point of view or not. Percent of consistent sentences is the score. Note which shift is most common; you is the usual intruder in formal writing.
- Tips
- Highlighting pronouns makes shifts visible. Teach when each point of view fits (first person for reflection, third for formal essays). Use class essays as data.
- Limits
- Some shifts are correct; scorers must agree on when. Short pieces give few items. The goal does not address pronoun reference errors.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-044.
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Goal
By the annual IEP review date, when writing an essay, report, or response of a paragraph or longer, the student will write or revise the piece so every sentence keeps the chosen point of view independently with at least 90% accuracy on sentences, on 3 of 4 consecutive scored pieces, as measured by work-sample analysis collected every two weeks.
Baseline: 50% 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
- 50% accuracy.
- Annual goal346 characters
- By the annual IEP review date, when writing an essay, report, or response of a paragraph or longer, the student will write or revise the piece so every sentence keeps the chosen point of view independently with at least 90% accuracy on sentences, on 3 of 4 consecutive scored pieces, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When writing an essay, report, or response of a paragraph or longer
- Behavior
- The student will write or revise the piece so every sentence keeps the chosen point of view independently
- Criteria
- With at least 90% accuracy on sentences, on 3 of 4 consecutive scored pieces
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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:
- on 3 of 4 consecutive scored pieces
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, when writing an essay, report, or response of a paragraph or longer, the student will write or revise the piece so every sentence keeps the chosen point of view independently with at least 90% accuracy on sentences, on 3 of 4 consecutive scored pieces, as measured by work-sample analysis collected every two weeks.
| 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.