Put scrambled sentences in paragraph order
When to use this goal
For students whose paragraphs contain the right sentences in a confusing order, as a recognition step before writing in order. Base the choice on reading level: use sentences the student can read or have them read aloud.
- Baseline
- Give two probes of five sets. Score a paragraph correct only when every sentence is in an acceptable position; keep an answer key that lists any alternative orders that make sense. Note whether the student finds the topic sentence first, which is the strategy being taught.
- Tips
- Use paragraphs with clear order signals (time words, pronouns that refer back) at first. Have the student read the result aloud to check whether it sounds right. Physical cards or drag-and-drop make this quick and repeatable.
- Limits
- Ordering given sentences is a recognition task and does not show that the student orders ideas when composing. Some paragraphs have more than one acceptable order, which complicates scoring. Five items per probe give coarse percentages.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-009.
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Goal
By the annual IEP review date, given five short paragraphs of four to five sentences each, with the sentences cut apart and shuffled, the student will arrange the sentences of each set into an order that makes sense, with the topic sentence first and the concluding sentence last independently with at least 80% accuracy on paragraphs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 20% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Paragraph Organization.
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 - Paragraph Organization
- Baseline
- 20% accuracy.
- Annual goal426 characters
- By the annual IEP review date, given five short paragraphs of four to five sentences each, with the sentences cut apart and shuffled, the student will arrange the sentences of each set into an order that makes sense, with the topic sentence first and the concluding sentence last independently with at least 80% accuracy on paragraphs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given five short paragraphs of four to five sentences each, with the sentences cut apart and shuffled
- Behavior
- The student will arrange the sentences of each set into an order that makes sense, with the topic sentence first and the concluding sentence last independently
- Criteria
- With at least 80% accuracy on paragraphs, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on paragraphs
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given five short paragraphs of four to five sentences each, with the sentences cut apart and shuffled, the student will arrange the sentences of each set into an order that makes sense, with the topic sentence first and the concluding sentence last independently with at least 80% accuracy on paragraphs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.