Write a multi-paragraph essay with an introduction, body, and conclusion
Live goal preview
By the annual IEP review date, given an informational or argument prompt and two class periods to plan, draft, and revise, the student will write a multi-paragraph essay with an introduction that states the controlling idea, body paragraphs that each begin with a topic sentence, and a conclusion independently, earning a score of at least 9 out of 12 on a 12-point multi-paragraph organization rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
Baseline: 4 out of 12 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Rubric score is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Rubric scoring can produce rubric score data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Paragraph Organization.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- Fits students who reliably write an organized single paragraph and are now expected to write longer pieces. Present levels should show paragraph-level organization first; grade alone does not decide fit. Consider the three-paragraph step if multi-paragraph work is new.
- Baseline considerations
- Score two essays written under the goal's conditions. Because essays take time, consider also scoring recent class essays with the same rubric. Note whether the student wrote paragraphs at all, or one long block, before scoring.
- Usage notes
- Coordinate with content-area teachers so essays from science or social studies can be scored with the same rubric. Keep prompts similar in demand. Score structure only with this rubric; address evidence, conventions, or style in separate goals if needed.
- Known limitations
- Monthly data produce few points per year, so decisions take longer. The rubric does not capture the accuracy or depth of content. Essays written over two class periods may include adult feedback; record any that was given.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
wr-par-004.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Rubric tracker. Your goal is a rubric score, so the sheet 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 multi-paragraph organization 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 informational or argument prompt and two class periods to plan, draft, and revise, the student will write a multi-paragraph essay with an introduction that states the controlling idea, body paragraphs that each begin with a topic sentence, and a conclusion independently, earning a score of at least 9 out of 12 on a 12-point multi-paragraph organization rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Introduction states a clear controlling idea or claim | Each body paragraph has a topic sentence tied to the controlling idea | Paragraphs and details follow a logical order, with transitions between paragraphs | Conclusion restates the controlling idea and closes the essay | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point multi-paragraph organization 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.