Explain a course concept in an essay
When to use this goal
For high school students who can write organized paragraphs but whose explanatory essays list facts without defining the concept, giving examples, or connecting ideas. Present levels should show multi-paragraph writing; the goal targets depth of explanation across an essay.
- Baseline
- Score two essays from content courses, each row 0 to 3. Note whether low scores come from content (a wrong definition) or from writing (a correct idea explained in one line). Gather the class notes the student used so the team can see what information was available.
- Tips
- Explanatory essays appear in science, social studies, and English; choose the course where the student writes most. The model essay should explain a different concept so it shows structure without giving content. Score with the same rubric across courses so the data stays comparable.
- Limits
- Content knowledge drives scores on the definition and vocabulary rows. Monthly essays give few data points. The rubric does not measure conventions; pair with a mechanics goal if editing is also a need.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-037.
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Goal
By the annual IEP review date, given an explanatory prompt about a concept from a current course (such as supply and demand or natural selection), class notes, and two class periods, the student will write an explanatory essay that defines the concept, explains it with at least two examples, uses course vocabulary accurately, connects ideas with transitions, and ends with a conclusion independently, earning a score of at least 11 out of 15 on a 15-point explanatory essay rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
Baseline: 6 out of 15 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 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
- 6 out of 15 rubric points.
- Annual goal579 characters
- By the annual IEP review date, given an explanatory prompt about a concept from a current course (such as supply and demand or natural selection), class notes, and two class periods, the student will write an explanatory essay that defines the concept, explains it with at least two examples, uses course vocabulary accurately, connects ideas with transitions, and ends with a conclusion independently, earning a score of at least 11 out of 15 on a 15-point explanatory essay 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
- Given an explanatory prompt about a concept from a current course (such as supply and demand or natural selection), class notes, and two class periods
- Behavior
- The student will write an explanatory essay that defines the concept, explains it with at least two examples, uses course vocabulary accurately, connects ideas with transitions, and ends with a conclusion independently
- Criteria
- Earning a score of at least 11 out of 15 on a 15-point explanatory essay 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 11 out of 15 on a 15-point explanatory essay 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, given an explanatory prompt about a concept from a current course (such as supply and demand or natural selection), class notes, and two class periods, the student will write an explanatory essay that defines the concept, explains it with at least two examples, uses course vocabulary accurately, connects ideas with transitions, and ends with a conclusion independently, earning a score of at least 11 out of 15 on a 15-point explanatory essay rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Introduces and defines the concept | Explains the concept with at least two relevant examples | Uses course vocabulary accurately | Connects ideas with transitions and clear paragraph structure | Concludes by summarizing why the concept matters | Total (of 15) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 15-point explanatory essay 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.