Join cause and effect in one sentence
When to use this goal
For students who can tell what caused an event but write the cause and effect as two disconnected sentences, or reverse them. Present levels should show compound and complex sentences with because.
- Baseline
- Give two probes of ten pairs. Score correct when one sentence joins both parts with a signal word that keeps the logic right (the cause is still the cause). Note whether errors are reversed logic or run-on joining.
- Tips
- Draw pairs from content units so the sentences are useful notes. Varying signal words (as a result, due to) builds academic language. This leads into the cause-and-effect paragraph goal.
- Limits
- Knowing which part is the cause depends on content knowledge. Probes with labeled parts are easier; record the condition. Own-writing use is not measured here.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-050.
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Goal
By the annual IEP review date, given ten cause-and-effect pairs from a current science or social studies unit, the student will write one sentence for each pair that joins the cause and the effect with a signal word and keeps them in a logical order independently with at least 85% accuracy on cause-and-effect pairs, 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 goal408 characters
- By the annual IEP review date, given ten cause-and-effect pairs from a current science or social studies unit, the student will write one sentence for each pair that joins the cause and the effect with a signal word and keeps them in a logical order independently with at least 85% accuracy on cause-and-effect pairs, 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 cause-and-effect pairs from a current science or social studies unit
- Behavior
- The student will write one sentence for each pair that joins the cause and the effect with a signal word and keeps them in a logical order independently
- Criteria
- With at least 85% accuracy on cause-and-effect pairs, 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 85% accuracy on cause-and-effect pairs
- 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 cause-and-effect pairs from a current science or social studies unit, the student will write one sentence for each pair that joins the cause and the effect with a signal word and keeps them in a logical order independently with at least 85% accuracy on cause-and-effect pairs, 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.