Organize an all-about book with headings
When to use this goal
For upper elementary students, or strong second graders, who know a lot about a topic but write it as one long run of facts. Present levels should show the student writes several sentences on a topic; the target is grouping facts under headings that tell the reader what each part is about.
- Baseline
- Ask the student to write about a familiar topic over two or three sessions and score it, each row 0 to 3. Note whether facts are present but ungrouped (organization need) or few (idea generation or transcription need).
- Tips
- Choosing a topic the student is an expert on keeps the focus on organizing, not researching. Let the student pick topics; interest drives length. Students with fine motor needs can draw and label pages, type, or dictate facts while still choosing headings themselves.
- Limits
- Booklets take several sessions, so data points come slowly. Topics vary in how much the student knows. The rubric does not score sentence quality or spelling.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-038.
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Goal
By the annual IEP review date, given a topic the student knows well (a hobby, animal, place, or game) and three writing sessions, the student will write an all-about book with a title, at least three headings, at least two facts under each heading, and a closing page independently, earning a score of at least 8 out of 12 on a 12-point informational writing rubric, on 2 consecutive scored pieces, as measured by a defined scoring rubric collected every three weeks.
Baseline: 3 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 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
- 3 out of 12 rubric points.
- Annual goal467 characters
- By the annual IEP review date, given a topic the student knows well (a hobby, animal, place, or game) and three writing sessions, the student will write an all-about book with a title, at least three headings, at least two facts under each heading, and a closing page independently, earning a score of at least 8 out of 12 on a 12-point informational writing rubric, on 2 consecutive scored pieces, as measured by a defined scoring rubric collected every three weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a topic the student knows well (a hobby, animal, place, or game) and three writing sessions
- Behavior
- The student will write an all-about book with a title, at least three headings, at least two facts under each heading, and a closing page independently
- Criteria
- Earning a score of at least 8 out of 12 on a 12-point informational writing rubric, on 2 consecutive scored pieces
- Evaluation method
- A defined scoring rubric
- Schedule
- Every three weeks
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 8 out of 12 on a 12-point informational writing rubric
- Mastery rule:
- on 2 consecutive scored pieces
- Collection schedule:
- every three weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a topic the student knows well (a hobby, animal, place, or game) and three writing sessions, the student will write an all-about book with a title, at least three headings, at least two facts under each heading, and a closing page independently, earning a score of at least 8 out of 12 on a 12-point informational writing rubric, on 2 consecutive scored pieces, as measured by a defined scoring rubric collected every three weeks.
| Date | Task / sample | Introduces the topic with a title or opening | Groups facts under headings that name each part | Gives at least two accurate facts under each heading | Ends with a closing statement or page | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point informational writing 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.