Sketch a story plan before writing
When to use this goal
For young writers who start writing and stop after one line because they did not plan what happens. Sketching first, then writing, fits early writers. Present levels, not grade, decide whether words are added to the sketches.
- Baseline
- Look at five recent pieces: was there any plan? Give the planning page without help and record whether all three boxes are filled before writing.
- Tips
- The planning page is the record. Sketches count. Pair with a written expression goal for the story itself.
- Limits
- Does not score the writing. Some students plan in their heads; ask them to tell the plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-026.
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Goal
By the annual IEP review date, during writing workshop, when a personal narrative is assigned, the student will sketch or write a beginning, middle, and end in the planning boxes before starting to write independently in at least 4 of 5 opportunities, on 4 of 5 consecutive writing pieces, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 5 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 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 opportunities.
- Annual goal360 characters
- By the annual IEP review date, during writing workshop, when a personal narrative is assigned, the student will sketch or write a beginning, middle, and end in the planning boxes before starting to write independently in at least 4 of 5 opportunities, on 4 of 5 consecutive writing pieces, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During writing workshop, when a personal narrative is assigned
- Behavior
- The student will sketch or write a beginning, middle, and end in the planning boxes before starting to write independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 consecutive writing pieces
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 4 of 5 opportunities
- Mastery rule:
- on 4 of 5 consecutive writing pieces
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during writing workshop, when a personal narrative is assigned, the student will sketch or write a beginning, middle, and end in the planning boxes before starting to write independently in at least 4 of 5 opportunities, on 4 of 5 consecutive writing pieces, as measured by opportunity-by-opportunity data collected twice 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 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.