Carry out the stages of the writing process on an assignment
When to use this goal
For students who skip straight to a draft and turn it in, or who need an adult to direct each stage of a multi-day writing assignment. Base the choice on observation of the process over two or three assignments.
- Baseline
- Observe two or three assignments and mark each step as independent, prompted, or not done. Collect the artifacts (plan, drafts, final copy) because they show whether a step happened even when no adult was watching. Record the type of prompt needed for each step.
- Tips
- Match the steps to the process taught in the student's classes so the checklist does not conflict with class expectations. A step counts as independent when the checklist alone prompted it. Pair with a product goal (rubric) so following the process is connected to a stronger final piece.
- Limits
- Doing every step does not guarantee quality. Short assignments completed in one period do not give the student a chance to show the full process and should not be counted. Data points arrive only as often as multi-day assignments do.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-020.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when given a multi-day writing assignment of a paragraph or longer, the student will carry out each stage of the writing process from planning through publishing a final copy using a writing process checklist, performing at least 5 of 6 steps independently, across 3 consecutive writing assignments, as measured by a task-analysis checklist collected per writing assignment, at least twice monthly.
Baseline: 2 of 6 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 Written Expression.
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 - Written Expression
- Baseline
- 2 of 6 steps independently.
- Annual goal429 characters
- By the annual IEP review date, when given a multi-day writing assignment of a paragraph or longer, the student will carry out each stage of the writing process from planning through publishing a final copy using a writing process checklist, performing at least 5 of 6 steps independently, across 3 consecutive writing assignments, as measured by a task-analysis checklist collected per writing assignment, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When given a multi-day writing assignment of a paragraph or longer
- Behavior
- The student will carry out each stage of the writing process from planning through publishing a final copy using a writing process checklist
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive writing assignments
- Evaluation method
- A task-analysis checklist
- Schedule
- Per writing assignment, at least twice monthly
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 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive writing assignments
- Collection schedule:
- per writing assignment, at least twice monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when given a multi-day writing assignment of a paragraph or longer, the student will carry out each stage of the writing process from planning through publishing a final copy using a writing process checklist, performing at least 5 of 6 steps independently, across 3 consecutive writing assignments, as measured by a task-analysis checklist collected per writing assignment, at least twice monthly.
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. Completes a plan (list, web, or outline) before drafting | ||||||||
| 2. Writes a full first draft from the plan | ||||||||
| 3. Rereads the draft and makes at least one content revision | ||||||||
| 4. Edits the draft for conventions using a checklist | ||||||||
| 5. Produces a final copy that includes the revisions and edits | ||||||||
| 6. Turns in the final copy with the plan and drafts attached | ||||||||
| 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: 5 of 6).
- 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.