Write a sentence that uses a set of key words
When to use this goal
For students who can write simple sentences but struggle to turn notes, key words, or vocabulary into sentences, which shows up in summaries and content-area writing. Present levels should show reliable simple sentences.
- Baseline
- Give two probes of five sets from recent lessons. A sentence is correct when it is complete, includes every key word, and is accurate for the content. Note whether errors come from grammar (the words are strung together) or content (the words are in a sentence that is untrue), since the fixes differ.
- Tips
- Draw key words from what the class is studying so the sentences are useful notes. Teach the student to add small words (is, the, because) around the key words. This skill feeds directly into summary writing and answering from notes.
- Limits
- Content accuracy depends on the lesson, so a low score may reflect comprehension rather than writing; separate the two on the data sheet. Five items per probe give coarse percentages. Key-word sets of unequal difficulty make probes uneven.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-022.
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Goal
By the annual IEP review date, given five sets of three key words from a content-area lesson, the student will write one complete sentence for each set that uses all the key words and states a true idea about the topic independently with at least 80% accuracy on key-word sets, in 3 of 4 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 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
- 20% accuracy.
- Annual goal368 characters
- By the annual IEP review date, given five sets of three key words from a content-area lesson, the student will write one complete sentence for each set that uses all the key words and states a true idea about the topic independently with at least 80% accuracy on key-word sets, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given five sets of three key words from a content-area lesson
- Behavior
- The student will write one complete sentence for each set that uses all the key words and states a true idea about the topic independently
- Criteria
- With at least 80% accuracy on key-word sets, 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 key-word sets
- 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 five sets of three key words from a content-area lesson, the student will write one complete sentence for each set that uses all the key words and states a true idea about the topic independently with at least 80% accuracy on key-word sets, 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.