Add an appositive to identify a noun
When to use this goal
For students who explain who or what something is in a separate short sentence each time. Present levels should show compound and complex sentences; the target is folding identifying information into an appositive set off by commas.
- Baseline
- Give two probes of ten items. Score correct when the appositive follows the right noun, is a noun phrase, and has commas on both sides (or one comma at the end of the sentence). Note whether the student writes a full clause instead.
- Tips
- Use names and places from the class's current content; appositives are common in informational writing. Read sentences aloud with pauses where the commas go. Check the student's reports for use.
- Limits
- This is a structured task; spontaneous use in writing needs separate checking. The facts are given, so the task does not measure content knowledge. Comma placement is scored with the structure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-046.
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Goal
By the annual IEP review date, given ten sentences that name a person, place, or thing and a fact about each, the student will rewrite each sentence with the fact added as an appositive right after the noun it describes, set off with commas independently with at least 80% accuracy on sentences, 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 goal386 characters
- By the annual IEP review date, given ten sentences that name a person, place, or thing and a fact about each, the student will rewrite each sentence with the fact added as an appositive right after the noun it describes, set off with commas independently with at least 80% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given ten sentences that name a person, place, or thing and a fact about each
- Behavior
- The student will rewrite each sentence with the fact added as an appositive right after the noun it describes, set off with commas independently
- Criteria
- With at least 80% accuracy on sentences, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on sentences
- 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 ten sentences that name a person, place, or thing and a fact about each, the student will rewrite each sentence with the fact added as an appositive right after the noun it describes, set off with commas independently with at least 80% accuracy on sentences, 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.