Write a complex sentence with a given subordinating conjunction
When to use this goal
For students who use because and when but no other subordinators, so their writing cannot show contrast, condition, or time relationships (although, unless, while, since, until). Present levels should show reliable complex sentences with because; this widens the set.
- Baseline
- Give two probes of 10 conjunctions drawn from a taught set. A sentence is correct when the conjunction's meaning fits, the sentence has both an independent and a dependent clause, and it is punctuated correctly. Record which conjunctions are used correctly; contrast words (although, even though) are usually hardest.
- Tips
- Teach conjunctions in meaning groups, three or four at a time. Say the sentence aloud before writing. Count these structures in essays as a transfer check.
- Limits
- Correct use of a given word is easier than choosing it while composing. Some conjunctions have more than one meaning (since, while). Ten items give 10-point steps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-026.
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Goal
By the annual IEP review date, given 10 subordinating conjunctions, each with a topic, the student will write one complex sentence for each conjunction that uses it correctly and makes sense, with a comma when the dependent clause comes first independently with at least 80% accuracy on conjunctions, 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 goal391 characters
- By the annual IEP review date, given 10 subordinating conjunctions, each with a topic, the student will write one complex sentence for each conjunction that uses it correctly and makes sense, with a comma when the dependent clause comes first independently with at least 80% accuracy on conjunctions, 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 subordinating conjunctions, each with a topic
- Behavior
- The student will write one complex sentence for each conjunction that uses it correctly and makes sense, with a comma when the dependent clause comes first independently
- Criteria
- With at least 80% accuracy on conjunctions, 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 conjunctions
- 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 subordinating conjunctions, each with a topic, the student will write one complex sentence for each conjunction that uses it correctly and makes sense, with a comma when the dependent clause comes first independently with at least 80% accuracy on conjunctions, 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.