Check own sentences for who and doing parts
When to use this goal
For students who write fragments in their own writing but can fix a sentence when an adult points to it. Present levels should show the student can tell a complete sentence from a fragment on a sort task; this goal moves that knowledge into checking their own work.
- Baseline
- Collect five pieces of writing and the checked versions. Count an opportunity as met when every sentence was marked and every fragment was fixed. Record the number of fragments before and after so the effect of the check is visible.
- Tips
- Short checks after every piece build the habit. Let the student pick the colors or symbols. If the student has very few fragments, move to a run-on or variety goal instead.
- Limits
- Marking parts correctly takes grammar knowledge the student may still be building. The goal does not cover run-ons. Long pieces make the check tiring; set a length.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-039.
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Goal
By the annual IEP review date, after writing a paragraph or journal entry, given a sentence checklist (who or what, doing part, capital, end mark), the student will underline the who or what and circle the doing part in each sentence, and fix any sentence that is missing one independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 5 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 5 opportunities.
- Annual goal424 characters
- By the annual IEP review date, after writing a paragraph or journal entry, given a sentence checklist (who or what, doing part, capital, end mark), the student will underline the who or what and circle the doing part in each sentence, and fix any sentence that is missing one independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After writing a paragraph or journal entry, given a sentence checklist (who or what, doing part, capital, end mark)
- Behavior
- The student will underline the who or what and circle the doing part in each sentence, and fix any sentence that is missing one independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after writing a paragraph or journal entry, given a sentence checklist (who or what, doing part, capital, end mark), the student will underline the who or what and circle the doing part in each sentence, and fix any sentence that is missing one independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected 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 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.