Make a simple outline before writing
When to use this goal
For students who are expected to write multi-paragraph pieces but whose plans are a few scattered words or nothing. Present levels should show the student can generate ideas orally; the outline turns those ideas into a structure.
- Baseline
- For five recent multi-paragraph assignments, check whether an outline with all required parts existed before the draft. Partial outlines (subpoints with no details) are recorded but do not count. Note the support that was in place so the baseline matches the goal.
- Tips
- Accept any format (numbered list, bullets, digital outliner) as long as the levels are clear. Teach the outline as the plan for paragraphs: each subpoint becomes a topic sentence. Pair with the write-from-an-outline template so the plan is used.
- Limits
- An outline measures planning, not the essay; some students outline well and still write poorly. Opportunities depend on how often multi-paragraph assignments occur. Outlines produced with heavy adult input should be recorded as prompted.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-014.
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Goal
By the annual IEP review date, given an informational or argument prompt before drafting, the student will make an outline that lists the main idea, at least three subpoints, and at least one supporting detail under each subpoint independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 5 opportunities.
- Annual goal378 characters
- By the annual IEP review date, given an informational or argument prompt before drafting, the student will make an outline that lists the main idea, at least three subpoints, and at least one supporting detail under each subpoint independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an informational or argument prompt before drafting
- Behavior
- The student will make an outline that lists the main idea, at least three subpoints, and at least one supporting detail under each subpoint independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given an informational or argument prompt before drafting, the student will make an outline that lists the main idea, at least three subpoints, and at least one supporting detail under each subpoint independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.