Write a problem-and-solution paragraph
When to use this goal
For students who can describe a problem but cannot organize a paragraph that proposes a solution and explains it. Present levels should show a basic organized paragraph; this structure is often the most motivating because topics can come from the student's own school life.
- Baseline
- Score two or three paragraphs under the goal's conditions, each row 0 to 3. Many students state a problem and a solution in one sentence each and stop; the explanation row is usually lowest and is a good first instructional target.
- Tips
- Let the student pick a real problem when possible; the paragraph can become a letter to a principal or a club proposal. Keep the structure to one problem and one solution until it is secure. Story problems from reading class work well too.
- Limits
- The rubric scores structure, not whether the solution is realistic, which may need discussion. Scores vary with how much the student cares about the topic. Sentence quality and conventions are not scored.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-013.
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Goal
By the annual IEP review date, given a familiar problem (in the classroom, school, or community) and a 25-minute writing period, the student will write a paragraph that states the problem, proposes a solution, explains how the solution would work, and ends with a concluding sentence independently, earning a score of at least 10 out of 12 on a 12-point problem-and-solution paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 12 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
- 4 out of 12 rubric points.
- Annual goal500 characters
- By the annual IEP review date, given a familiar problem (in the classroom, school, or community) and a 25-minute writing period, the student will write a paragraph that states the problem, proposes a solution, explains how the solution would work, and ends with a concluding sentence independently, earning a score of at least 10 out of 12 on a 12-point problem-and-solution 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 problem (in the classroom, school, or community) and a 25-minute writing period
- Behavior
- The student will write a paragraph that states the problem, proposes a solution, explains how the solution would work, and ends with a concluding sentence independently
- Criteria
- Earning a score of at least 10 out of 12 on a 12-point problem-and-solution 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 10 out of 12 on a 12-point problem-and-solution 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 problem (in the classroom, school, or community) and a 25-minute writing period, the student will write a paragraph that states the problem, proposes a solution, explains how the solution would work, and ends with a concluding sentence independently, earning a score of at least 10 out of 12 on a 12-point problem-and-solution paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | States the problem clearly and why it matters | Proposes a specific solution | Explains how the solution would address the problem | Uses signal words and ends with a concluding sentence | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point problem-and-solution 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.