Follow a step-by-step paragraph-writing routine
Live goal preview
By the annual IEP review date, when given a paragraph writing assignment during independent work time, the student will carry out a paragraph-writing routine from reading the prompt through a final reread using a written step card, performing at least 6 of 7 steps independently, across 3 consecutive observed writing sessions, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps 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. Task-analysis checklist can produce task-analysis steps 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 can write a paragraph with adult guidance at each step but do not move through the process on their own. Use present levels and observation of the writing process, not grade, to decide whether process independence is the priority.
- Baseline considerations
- Observe two or three paragraph assignments and mark each step as independent, prompted, or not done. Record the type of prompt used for each step, which shows where support is needed most.
- Usage notes
- Adjust the steps to match the routine taught in class, keeping 4–12 observable steps. A step counts as independent when the student does it without adult prompts beyond the step card named in the goal. Students who type or dictate can complete the same steps in those formats.
- Known limitations
- Completing every step does not guarantee a well-organized paragraph; pair with a product measure such as the paragraph organization rubric. Observation is required, which takes adult time.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
wr-par-005.
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
Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive observed writing sessions
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when given a paragraph writing assignment during independent work time, the student will carry out a paragraph-writing routine from reading the prompt through a final reread using a written step card, performing at least 6 of 7 steps independently, across 3 consecutive observed writing sessions, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Reads the prompt and underlines the topic | ||||||||
| 2. Writes the topic in the planning organizer | ||||||||
| 3. Lists at least three details in the organizer | ||||||||
| 4. Writes a topic sentence | ||||||||
| 5. Writes a sentence for each listed detail | ||||||||
| 6. Writes a concluding sentence | ||||||||
| 7. Rereads the paragraph and checks it against the paragraph checklist | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.