Write a concluding sentence for a paragraph
When to use this goal
For students whose paragraphs simply stop after the last detail, or who end with an unrelated sentence (That is all.). Present levels should show that the student writes a topic sentence and details; the conclusion is the missing piece.
- Baseline
- Give two probes of five paragraphs. A conclusion is correct when it is a complete sentence that connects to the main idea without adding a new detail or copying the topic sentence word for word. Count copied topic sentences separately; they show the student knows where the conclusion goes but not how to vary it.
- Tips
- Teach two conclusion moves only (say the main idea another way; say why it matters). Starters help at first and should be faded if the goal is written as independent. Move to the student's own paragraphs as soon as the prepared ones are reliable.
- Limits
- A conclusion added to someone else's paragraph is easier than ending one's own. Judging whether a restatement is different enough needs a written rule. The task does not address the rest of the paragraph.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-010.
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Goal
By the annual IEP review date, given five paragraphs with a topic sentence and details but no concluding sentence, the student will write a concluding sentence for each paragraph that restates the main idea in different words or tells why it matters 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 goal396 characters
- By the annual IEP review date, given five paragraphs with a topic sentence and details but no concluding sentence, the student will write a concluding sentence for each paragraph that restates the main idea in different words or tells why it matters 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 paragraphs with a topic sentence and details but no concluding sentence
- Behavior
- The student will write a concluding sentence for each paragraph that restates the main idea in different words or tells why it matters 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 paragraphs with a topic sentence and details but no concluding sentence, the student will write a concluding sentence for each paragraph that restates the main idea in different words or tells why it matters 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.