Build a sentence from a three-column word bank
When to use this goal
For students with significant support needs who recognize some words and pictures but do not yet compose sentences on their own. Present levels should describe how the student selects (pointing, picking up a card, a device) and which words they recognize. Materials match the student's interests.
- Baseline
- Over six sessions, record the words chosen, whether the sentence makes sense, and the support level. Count a sentence when all three parts are present in a sensible order. Note whether the student chooses words from one column only.
- Tips
- Fill the bank with people, actions, and things the student cares about. Read sentences back and act them out or check them against a photo. Silly sentences are fine when the student chooses them; ask whether they make sense.
- Limits
- Choosing from a bank is a supported form of composing, not independent writing. The bank's words limit what can be said; change it often. Handwriting is not part of this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-035.
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Goal
By the annual IEP review date, given a word bank with three columns (who, does, what) of picture-supported words and a sentence strip, the student will choose one word from each column to build a sentence that makes sense and write or place it on the sentence strip independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
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 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
- 1 of 6 opportunities.
- Annual goal420 characters
- By the annual IEP review date, given a word bank with three columns (who, does, what) of picture-supported words and a sentence strip, the student will choose one word from each column to build a sentence that makes sense and write or place it on the sentence strip independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a word bank with three columns (who, does, what) of picture-supported words and a sentence strip
- Behavior
- The student will choose one word from each column to build a sentence that makes sense and write or place it on the sentence strip independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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 3 consecutive weeks of data
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a word bank with three columns (who, does, what) of picture-supported words and a sentence strip, the student will choose one word from each column to build a sentence that makes sense and write or place it on the sentence strip independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
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.