Write would have instead of would of
When to use this goal
For students who write what they hear in speech (would of, could of, should of, must of) in formal writing. Present levels should show reliable spelling of have; the error comes from the spoken contraction.
- Baseline
- Give one or two probes of 10 items and count the phrases in a recent writing sample. Most students fix this quickly once they see why; growth is often fast.
- Tips
- Explain that would've sounds like would of, which is why the error happens. This is a short goal; combine it with other usage targets on the IEP. Check essays for transfer.
- Limits
- The goal is narrow and short-term. Fill-in tasks are easier than editing. Grammar checkers often catch this; teach the student to accept those flags.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-045.
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Goal
By the annual IEP review date, given 10 sentences that need would have, could have, should have, or must have, the student will write have (or the contraction 've) after would, could, should, and must independently with at least 90% accuracy on sentences, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 20% 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
- 20% accuracy.
- Annual goal345 characters
- By the annual IEP review date, given 10 sentences that need would have, could have, should have, or must have, the student will write have (or the contraction 've) after would, could, should, and must independently with at least 90% accuracy on sentences, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 sentences that need would have, could have, should have, or must have
- Behavior
- The student will write have (or the contraction 've) after would, could, should, and must independently
- Criteria
- With at least 90% accuracy on sentences, 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 sentences
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 sentences that need would have, could have, should have, or must have, the student will write have (or the contraction 've) after would, could, should, and must independently with at least 90% accuracy on sentences, 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.