Revise wordy sentences to be clear and concise
When to use this goal
For students whose sentences are long and tangled, repeat ideas, or pile up filler (in my opinion I think that), especially students who dictate or who have been told to write more. Present levels should show full sentences; the goal trims rather than builds.
- Baseline
- Give two probes of 10 sentences. An item is correct when the rewrite is shorter, keeps all the meaning, and is a complete sentence. Count words before and after on the data sheet to show the size of the change. Check a recent draft for average sentence length as a transfer measure.
- Tips
- Use examples that resemble the student's own habits (repeated and then, double qualifiers, restated ideas). Teach a few rules (one idea per sentence, cut what the reader already knows). This pairs well with the sentence-error goal for students who edit their own drafts.
- Limits
- Shorter is not always better; the rule that meaning is kept is essential and requires judgment. Students who already write too little should not have this goal. Ten items per probe make each worth 10 points.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-020.
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Goal
By the annual IEP review date, given 10 wordy sentences of 20 or more words, the student will rewrite each sentence so that it keeps the meaning in fewer words with no repeated ideas independently with at least 80% accuracy on 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 goal328 characters
- By the annual IEP review date, given 10 wordy sentences of 20 or more words, the student will rewrite each sentence so that it keeps the meaning in fewer words with no repeated ideas independently 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 10 wordy sentences of 20 or more words
- Behavior
- The student will rewrite each sentence so that it keeps the meaning in fewer words with no repeated ideas independently
- 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 10 wordy sentences of 20 or more words, the student will rewrite each sentence so that it keeps the meaning in fewer words with no repeated ideas independently 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.