Keep items parallel in a list or series
When to use this goal
For high school students whose lists and series mix forms (I like hiking, to swim, and reads.), which shows up in essays, resumes, and applications. Present levels should show complete sentences and correct commas in a series.
- Baseline
- Give two probes of ten items. Score correct when every item in the series matches in form and the meaning is kept. Note whether the student changes the wrong item or adds new errors.
- Tips
- Parallel structure matters most in resumes, applications, and thesis statements; use those as practice text. Read sentences aloud; mismatches are easier to hear than see.
- Limits
- Fixing given sentences does not guarantee parallel lists in new writing. More than one fix is often correct. The task assumes the student can find the series.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-053.
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Goal
By the annual IEP review date, given ten sentences with a list or series that is not parallel, the student will rewrite each sentence so that every item in the list or series has the same grammatical form 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 goal350 characters
- By the annual IEP review date, given ten sentences with a list or series that is not parallel, the student will rewrite each sentence so that every item in the list or series has the same grammatical form 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 with a list or series that is not parallel
- Behavior
- The student will rewrite each sentence so that every item in the list or series has the same grammatical form 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 with a list or series that is not parallel, the student will rewrite each sentence so that every item in the list or series has the same grammatical form 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.