Turn class notes into an expository essay
When to use this goal
For middle school students who have good notes from class but cannot move from notes to an essay, often copying the notes as is. Present levels should show paragraph writing; the target is selecting and organizing information from notes into a multi-paragraph explanation.
- Baseline
- Score two essays written from notes, each row 0 to 3. Keep the notes the student used. Low scores on the grouping row with good notes show an organizing need; poor notes point to a note-taking goal first.
- Tips
- Highlighting notes by subtopic in two or three colors is a quick bridge from notes to paragraphs. Use content classes where notes are already taken. Guided notes are a fair condition for students who cannot take notes fast enough.
- Limits
- Essay quality depends on note quality. The rubric does not judge accuracy of content in detail. Scoring every three weeks gives about a dozen points a year.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-080.
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Goal
By the annual IEP review date, given the student's own class notes on a content topic, an expository prompt, and two class periods, the student will write an expository essay of at least four paragraphs that introduces the topic, groups information from the notes into body paragraphs by subtopic, restates notes in full sentences, and concludes independently, earning a score of at least 9 out of 12 on a 12-point notes-to-essay rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected every three weeks.
Baseline: 4 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
- 4 out of 12 rubric points.
- Annual goal543 characters
- By the annual IEP review date, given the student's own class notes on a content topic, an expository prompt, and two class periods, the student will write an expository essay of at least four paragraphs that introduces the topic, groups information from the notes into body paragraphs by subtopic, restates notes in full sentences, and concludes independently, earning a score of at least 9 out of 12 on a 12-point notes-to-essay rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected every three weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given the student's own class notes on a content topic, an expository prompt, and two class periods
- Behavior
- The student will write an expository essay of at least four paragraphs that introduces the topic, groups information from the notes into body paragraphs by subtopic, restates notes in full sentences, and concludes independently
- Criteria
- Earning a score of at least 9 out of 12 on a 12-point notes-to-essay rubric, on 3 of 4 consecutive scored essays
- 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 9 out of 12 on a 12-point notes-to-essay rubric
- Mastery rule:
- on 3 of 4 consecutive scored essays
- Collection schedule:
- every three weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given the student's own class notes on a content topic, an expository prompt, and two class periods, the student will write an expository essay of at least four paragraphs that introduces the topic, groups information from the notes into body paragraphs by subtopic, restates notes in full sentences, and concludes independently, earning a score of at least 9 out of 12 on a 12-point notes-to-essay rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected every three weeks.
| Date | Task / sample | Introduces the topic and previews the subtopics | Groups related notes into body paragraphs | Turns note phrases into full, connected sentences | Concludes by summarizing the main ideas | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point notes-to-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.