Complete a pre-writing plan before drafting
When to use this goal
For students who begin writing with no plan and run out of ideas or wander off topic. For students who have been taught a planning format. Present levels decide which organizer to use.
- Baseline
- Collect three planning organizers done without coaching and score each step. Compare the drafts written from them: do drafts without plans wander? That comparison shows the student why planning matters.
- Tips
- Score a step independent only when done without adult direction. Keep the same organizer across subjects. This goal measures the plan; the writing itself belongs in writing goals (see paragraph organization).
- Limits
- Plans can be completed and then ignored; check that the draft follows the plan. Students with strong oral language may plan better out loud; allow dictation to an organizer if present levels support it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-009.
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Goal
By the annual IEP review date, given a writing prompt and a planning organizer before a paragraph or essay, the student will complete a pre-writing plan using a graphic organizer, performing at least 4 of 5 steps independently, on 4 of 5 consecutive writing tasks, as measured by a task-analysis checklist collected weekly.
Baseline: 1 of 5 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Planning.
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
- Executive Function - Planning
- Baseline
- 1 of 5 steps independently.
- Annual goal323 characters
- By the annual IEP review date, given a writing prompt and a planning organizer before a paragraph or essay, the student will complete a pre-writing plan using a graphic organizer, performing at least 4 of 5 steps independently, on 4 of 5 consecutive writing tasks, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a writing prompt and a planning organizer before a paragraph or essay
- Behavior
- The student will complete a pre-writing plan using a graphic organizer
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive writing tasks
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive writing tasks
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a writing prompt and a planning organizer before a paragraph or essay, the student will complete a pre-writing plan using a graphic organizer, performing at least 4 of 5 steps independently, on 4 of 5 consecutive writing tasks, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Writes the topic or claim in the organizer | ||||||||
| 2. Lists at least three supporting ideas or details | ||||||||
| 3. Numbers the ideas in the order they will appear | ||||||||
| 4. Notes a closing idea | ||||||||
| 5. Checks each idea against the prompt and crosses out any that do not fit | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 4 of 5).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.