Rewrite casual sentences in academic language
When to use this goal
For students whose essays use texting language, slang, or vague words (stuff, a lot, kind of) that lower scores on academic tasks. Present levels should show complete sentences; the goal is switching to academic phrasing when the task calls for it.
- Baseline
- Give two probes of ten items. Score correct when every casual feature is replaced and the meaning is kept. Note which features remain most often (you, stuff, intensifiers like really).
- Tips
- Present academic language as a register for certain tasks, not as better than how the student talks. Collect the student's own casual phrases to build a personal replacement list.
- Limits
- Accuracy on given sentences may not carry into essays; check drafts monthly. Judging precise words takes scorer agreement. The goal does not measure ideas.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-051.
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Goal
By the annual IEP review date, given ten casual sentences on academic topics, the student will rewrite each sentence in academic language by replacing slang or vague words with precise words and removing direct address (you) while keeping the meaning independently with at least 80% accuracy on sentences, 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 goal396 characters
- By the annual IEP review date, given ten casual sentences on academic topics, the student will rewrite each sentence in academic language by replacing slang or vague words with precise words and removing direct address (you) while keeping the meaning 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 casual sentences on academic topics
- Behavior
- The student will rewrite each sentence in academic language by replacing slang or vague words with precise words and removing direct address (you) while keeping the meaning 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 casual sentences on academic topics, the student will rewrite each sentence in academic language by replacing slang or vague words with precise words and removing direct address (you) while keeping the meaning 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.