Revise essay sentences for clarity and flow
When to use this goal
For high school students who have mastered sentence-level skills on probes (combining, appositives, transitions, concision) but whose essay drafts still read as choppy or wordy. Present levels should show success on structured probes; the rubric checks whether those skills show up in a revised essay.
- Baseline
- Score the final version of two recent essays, each row 0 to 3. Comparing the first and final draft shows how much the student revises at the sentence level now.
- Tips
- Use class essays so no extra writing is needed. The checklist mirrors the rubric rows. This goal is a capstone for several sentence probe goals.
- Limits
- Rubric rows take judgment; double-score some essays. Essay topics and lengths vary. The rubric does not score ideas or organization.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-055.
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Goal
By the annual IEP review date, when revising an essay draft of three or more paragraphs for a high school course, the student will revise the essay so sentences vary in structure and length, connect with transitions, combine choppy sentences, and cut wordy phrases independently, earning a score of at least 9 out of 12 on a 12-point sentence craft rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
Baseline: 4 out of 12 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 4 out of 12 rubric points.
- Annual goal452 characters
- By the annual IEP review date, when revising an essay draft of three or more paragraphs for a high school course, the student will revise the essay so sentences vary in structure and length, connect with transitions, combine choppy sentences, and cut wordy phrases independently, earning a score of at least 9 out of 12 on a 12-point sentence craft rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When revising an essay draft of three or more paragraphs for a high school course
- Behavior
- The student will revise the essay so sentences vary in structure and length, connect with transitions, combine choppy sentences, and cut wordy phrases independently
- Criteria
- Earning a score of at least 9 out of 12 on a 12-point sentence craft rubric, on 3 of 4 consecutive scored essays
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 9 out of 12 on a 12-point sentence craft rubric
- Mastery rule:
- on 3 of 4 consecutive scored essays
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when revising an essay draft of three or more paragraphs for a high school course, the student will revise the essay so sentences vary in structure and length, connect with transitions, combine choppy sentences, and cut wordy phrases independently, earning a score of at least 9 out of 12 on a 12-point sentence craft rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Sentences vary in structure and length | Transitions connect sentences and paragraphs | Choppy sentences are combined, including with appositives or clauses | Wordy or repeated phrases are cut | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point sentence craft rubric. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.