Find and fix sentences with construction errors
When to use this goal
For older students who write at length but produce sentences with missing words, misplaced parts, or unclear references, and who cannot spot them when rereading. Present levels should show paragraph-level output; this goal sharpens sentence-level editing.
- Baseline
- Give two or three probes with the same mix of error types. An item is correct only when the faulty sentence is found and the rewrite fixes the problem without creating a new one. Also count false alarms (correct sentences changed), which show whether the student is guessing.
- Tips
- Build probes from error types that appear in the student's own drafts. Reading aloud is the most useful strategy for catching missing words; if it is part of the goal, observe that it happens. Move to the student's own drafts as the third condition once prepared paragraphs are reliable.
- Limits
- Prepared paragraphs with known error counts are easier than real drafts. Some faulty sentences have several acceptable fixes; keep an answer key with alternatives. The task does not reduce the errors in first drafts; that requires the sentence skills themselves.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-015.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a paragraph of 10 sentences in which five contain a construction error (missing word, wrong word order, unclear pronoun, or run-on), the student will identify each faulty sentence and rewrite it so that it is clear and complete independently with at least 80% accuracy on faulty sentences, in 3 of 4 consecutive weekly probes, 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 Sentence Construction.
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 - Sentence Construction
- Baseline
- 30% accuracy.
- Annual goal417 characters
- By the annual IEP review date, given a paragraph of 10 sentences in which five contain a construction error (missing word, wrong word order, unclear pronoun, or run-on), the student will identify each faulty sentence and rewrite it so that it is clear and complete independently with at least 80% accuracy on faulty 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 a paragraph of 10 sentences in which five contain a construction error (missing word, wrong word order, unclear pronoun, or run-on)
- Behavior
- The student will identify each faulty sentence and rewrite it so that it is clear and complete independently
- Criteria
- With at least 80% accuracy on faulty 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 faulty 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 a paragraph of 10 sentences in which five contain a construction error (missing word, wrong word order, unclear pronoun, or run-on), the student will identify each faulty sentence and rewrite it so that it is clear and complete independently with at least 80% accuracy on faulty 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.