Write a cause-and-effect paragraph
When to use this goal
For students who can describe what happened but not why, or who list causes and effects without connecting them. Present levels should show a basic organized paragraph and the ability to answer why questions orally.
- Baseline
- Score two or three paragraphs under the goal's conditions, each row 0 to 3. Ask the student why the event happened before writing; a clear oral answer with a weak paragraph points to organization, while a vague oral answer points to content knowledge or reasoning.
- Tips
- Everyday events (why the field trip was canceled) are good first topics. Decide whether the paragraph will cover causes or effects, not both, until the structure is secure. Science and history units supply authentic prompts.
- Limits
- Cause-and-effect reasoning depends on background knowledge, so scores vary with topic. The rubric does not score sentence quality or accuracy of every detail. Students may reverse cause and effect; agree on the expected content before scoring.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-012.
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Goal
By the annual IEP review date, given a familiar event or situation and a 25-minute writing period, the student will write a paragraph that states the event, explains at least two causes or two effects, and connects them with cause-and-effect signal words independently, earning a score of at least 7 out of 9 on a 9-point cause-and-effect paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 9 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 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
- 3 out of 9 rubric points.
- Annual goal464 characters
- By the annual IEP review date, given a familiar event or situation and a 25-minute writing period, the student will write a paragraph that states the event, explains at least two causes or two effects, and connects them with cause-and-effect signal words independently, earning a score of at least 7 out of 9 on a 9-point cause-and-effect paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a familiar event or situation and a 25-minute writing period
- Behavior
- The student will write a paragraph that states the event, explains at least two causes or two effects, and connects them with cause-and-effect signal words independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point cause-and-effect paragraph rubric, on 3 of 4 consecutive scored paragraphs
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two 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 7 out of 9 on a 9-point cause-and-effect paragraph rubric
- Mastery rule:
- on 3 of 4 consecutive scored paragraphs
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a familiar event or situation and a 25-minute writing period, the student will write a paragraph that states the event, explains at least two causes or two effects, and connects them with cause-and-effect signal words independently, earning a score of at least 7 out of 9 on a 9-point cause-and-effect paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Topic sentence names the event and whether causes or effects will follow | Gives at least two accurate causes or effects, each explained | Uses cause-and-effect signal words and ends with a concluding sentence | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point cause-and-effect paragraph 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.