Add when and where details while revising
When to use this goal
For students who can expand a kernel sentence on a worksheet but whose own drafts stay bare (We went to the park. It was fun.). Present levels should show success on structured expansion tasks; the goal checks transfer to revision.
- Baseline
- Across three drafts, mark three bare sentences each (nine opportunities). Count a sentence as expanded when the added detail answers when, where, why, or how and fits the meaning. Record whether the student added words or rewrote the sentence.
- Tips
- Marking sentences keeps the task focused; fade to the student choosing which sentences to expand. Read the before and after versions aloud. Use the student's own writing, not worksheets, for data.
- Limits
- Expansion can make sentences longer without making them better; check that details fit. Drafts on unfamiliar topics give the student less to add. Marking by the teacher is a support; record it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-043.
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Goal
By the annual IEP review date, when revising a draft of a paragraph or longer with three bare sentences marked by the teacher, the student will expand each marked sentence by adding a when, where, why, or how detail that fits the draft independently in at least 8 of 9 opportunities, across 3 consecutive revised drafts, as measured by opportunity-by-opportunity data collected per draft, at least twice monthly.
Baseline: 2 of 9 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
- 2 of 9 opportunities.
- Annual goal412 characters
- By the annual IEP review date, when revising a draft of a paragraph or longer with three bare sentences marked by the teacher, the student will expand each marked sentence by adding a when, where, why, or how detail that fits the draft independently in at least 8 of 9 opportunities, across 3 consecutive revised drafts, as measured by opportunity-by-opportunity data collected per draft, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When revising a draft of a paragraph or longer with three bare sentences marked by the teacher
- Behavior
- The student will expand each marked sentence by adding a when, where, why, or how detail that fits the draft independently
- Criteria
- In at least 8 of 9 opportunities, across 3 consecutive revised drafts
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Per draft, at least twice monthly
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 8 of 9 opportunities
- Mastery rule:
- across 3 consecutive revised drafts
- Collection schedule:
- per draft, at least twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when revising a draft of a paragraph or longer with three bare sentences marked by the teacher, the student will expand each marked sentence by adding a when, where, why, or how detail that fits the draft independently in at least 8 of 9 opportunities, across 3 consecutive revised drafts, as measured by opportunity-by-opportunity data collected per draft, at least twice monthly.
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 | 7 | 8 | 9 | # + (of 9) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 9 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.