Write job task sentences from a word bank
When to use this goal
For transition-age students with significant support needs in a work-based learning or community job program who are building sentence writing with printed supports. Present levels should describe what the student can read and write; materials use the actual job's words and photos.
- Baseline
- Over six shifts, record each pair of sentences, whether each has a subject and verb, whether the content matches the shift, and the support used. Count a shift when both sentences are complete and accurate.
- Tips
- Use the job's own words (restock, wipe, sort, label) and the student's photos. Share sentences with the supervisor or family. This goal pairs well with a daily work log goal.
- Limits
- Shift schedules control how often data is taken. Word banks can lead to repeated sentences; add new tasks as the job grows. Spelling is supported by the bank and is not scored.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-054.
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Goal
By the annual IEP review date, at the end of a work shift, given a printed word bank of job tasks, tools, and places with photos, the student will write two sentences that tell what tasks the student did at work using words from the bank (such as I stocked the shelves in aisle 3) independently in at least 5 of 6 opportunities, across 4 consecutive weeks of data, as measured by opportunity-by-opportunity data collected after each shift, summarized weekly.
Baseline: 1 of 6 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
- 1 of 6 opportunities.
- Annual goal458 characters
- By the annual IEP review date, at the end of a work shift, given a printed word bank of job tasks, tools, and places with photos, the student will write two sentences that tell what tasks the student did at work using words from the bank (such as I stocked the shelves in aisle 3) independently in at least 5 of 6 opportunities, across 4 consecutive weeks of data, as measured by opportunity-by-opportunity data collected after each shift, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of a work shift, given a printed word bank of job tasks, tools, and places with photos
- Behavior
- The student will write two sentences that tell what tasks the student did at work using words from the bank (such as I stocked the shelves in aisle 3) independently
- Criteria
- In at least 5 of 6 opportunities, across 4 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- After each shift, summarized weekly
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 5 of 6 opportunities
- Mastery rule:
- across 4 consecutive weeks of data
- Collection schedule:
- after each shift, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at the end of a work shift, given a printed word bank of job tasks, tools, and places with photos, the student will write two sentences that tell what tasks the student did at work using words from the bank (such as I stocked the shelves in aisle 3) independently in at least 5 of 6 opportunities, across 4 consecutive weeks of data, as measured by opportunity-by-opportunity data collected after each shift, summarized weekly.
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 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.