Edit with a personal error-pattern checklist
When to use this goal
For high school students whose errors cluster in a few personal patterns (comma splices, its and it's, missing apostrophes) that a generic checklist does not target. Present levels should come from an error analysis of several recent pieces.
- Baseline
- Analyze three or four recent pieces with the student and list the most frequent patterns; this is the checklist. For six drafts, count those where every pattern was checked and most errors of each pattern were fixed.
- Tips
- Building the checklist with the student is part of the work; it respects their time and judgment. Update it as patterns are mastered. The find tool makes searching for trigger words fast in typed work.
- Limits
- The checklist covers only known patterns; new errors can slip by. Error analysis takes time at the start. The goal measures the routine and its effect.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-049.
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Goal
By the annual IEP review date, after drafting an essay or report, given a personal checklist of the student's three to five most frequent error patterns, the student will check the draft for each pattern on the personal checklist and fix the errors found before submitting independently in at least 5 of 6 opportunities, across 6 consecutive submitted drafts, as measured by opportunity-by-opportunity data collected per draft, at least twice monthly.
Baseline: 1 of 6 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 6 opportunities.
- Annual goal451 characters
- By the annual IEP review date, after drafting an essay or report, given a personal checklist of the student's three to five most frequent error patterns, the student will check the draft for each pattern on the personal checklist and fix the errors found before submitting independently in at least 5 of 6 opportunities, across 6 consecutive submitted drafts, as measured by opportunity-by-opportunity data collected per draft, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- After drafting an essay or report, given a personal checklist of the student's three to five most frequent error patterns
- Behavior
- The student will check the draft for each pattern on the personal checklist and fix the errors found before submitting independently
- Criteria
- In at least 5 of 6 opportunities, across 6 consecutive submitted drafts
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Per draft, at least twice monthly
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 5 of 6 opportunities
- Mastery rule:
- across 6 consecutive submitted drafts
- Collection schedule:
- per draft, at least twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after drafting an essay or report, given a personal checklist of the student's three to five most frequent error patterns, the student will check the draft for each pattern on the personal checklist and fix the errors found before submitting independently in at least 5 of 6 opportunities, across 6 consecutive submitted drafts, as measured by opportunity-by-opportunity data collected per draft, at least twice monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.