Elaborate main points with examples and explanations
When to use this goal
For students whose essays have a clear structure but each body paragraph is a single claim with nothing after it. Present levels should show organized multi-paragraph writing; this goal targets elaboration inside body paragraphs.
- Baseline
- Pull three recent essays and count main points in the body paragraphs (usually about nine across three essays). Mark each point as elaborated only if it has both a specific example and an explanation. Note whether examples are present but unexplained, which is the most common pattern.
- Tips
- Count opportunities across the essays a student writes anyway; the denominator is the number of main points. Model the difference between restating a point and explaining it. Students can highlight point, example, and explanation in three colors to check their own paragraphs.
- Limits
- The count does not judge whether an example is strong, only whether it is there and explained. Essays with fewer main points give fewer opportunities, so set a fixed number per data cycle. Scorer agreement on what counts as explanation needs a few practice samples.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-039.
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Goal
By the annual IEP review date, when writing the body paragraphs of an expository or argument essay in English or a content class, the student will follow each main point with at least one specific example and at least one sentence that explains how the example supports the point independently in at least 7 of 9 opportunities, across 3 consecutive essays, as measured by opportunity-by-opportunity data collected per essay, at least twice monthly.
Baseline: 2 of 9 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 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 9 opportunities.
- Annual goal448 characters
- By the annual IEP review date, when writing the body paragraphs of an expository or argument essay in English or a content class, the student will follow each main point with at least one specific example and at least one sentence that explains how the example supports the point independently in at least 7 of 9 opportunities, across 3 consecutive essays, as measured by opportunity-by-opportunity data collected per essay, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When writing the body paragraphs of an expository or argument essay in English or a content class
- Behavior
- The student will follow each main point with at least one specific example and at least one sentence that explains how the example supports the point independently
- Criteria
- In at least 7 of 9 opportunities, across 3 consecutive essays
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Per essay, at least twice monthly
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 7 of 9 opportunities
- Mastery rule:
- across 3 consecutive essays
- Collection schedule:
- per essay, at least twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when writing the body paragraphs of an expository or argument essay in English or a content class, the student will follow each main point with at least one specific example and at least one sentence that explains how the example supports the point independently in at least 7 of 9 opportunities, across 3 consecutive essays, as measured by opportunity-by-opportunity data collected per essay, at least twice monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | # + (of 9) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 9 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.