Write paragraphs that follow an outline
When to use this goal
For students who can complete an outline but then write a draft that ignores it: ideas appear out of order, subpoints are dropped, or details wander. Present levels should show the ability to write a single organized paragraph.
- Baseline
- Score two drafts written from completed outlines, each row 0 to 3, by laying the outline next to the draft and checking paragraph by paragraph. Note whether the student drops subpoints (a stamina issue) or merges them (an organization issue).
- Tips
- Use teacher-made outlines at first so the measure is writing from a plan, not planning. Color-coding each subpoint and its paragraph is a strong support; plan to fade it. Pair with the outlining template once both skills are needed.
- Limits
- A draft that follows an outline faithfully can still be thin; the rubric scores structure only. Essays over two periods often involve feedback; record it. Data points arrive only as often as multi-paragraph assignments do.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-015.
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Goal
By the annual IEP review date, given a completed outline with a main idea, three subpoints, and details, and two class periods to write, the student will write a draft in which each subpoint becomes a paragraph with a topic sentence and the details listed under it independently, earning a score of at least 7 out of 9 on a 9-point outline-to-draft rubric, on 3 of 4 consecutive scored drafts, 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 goal460 characters
- By the annual IEP review date, given a completed outline with a main idea, three subpoints, and details, and two class periods to write, the student will write a draft in which each subpoint becomes a paragraph with a topic sentence and the details listed under it independently, earning a score of at least 7 out of 9 on a 9-point outline-to-draft rubric, on 3 of 4 consecutive scored drafts, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a completed outline with a main idea, three subpoints, and details, and two class periods to write
- Behavior
- The student will write a draft in which each subpoint becomes a paragraph with a topic sentence and the details listed under it independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point outline-to-draft rubric, on 3 of 4 consecutive scored drafts
- 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 outline-to-draft rubric
- Mastery rule:
- on 3 of 4 consecutive scored drafts
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a completed outline with a main idea, three subpoints, and details, and two class periods to write, the student will write a draft in which each subpoint becomes a paragraph with a topic sentence and the details listed under it independently, earning a score of at least 7 out of 9 on a 9-point outline-to-draft rubric, on 3 of 4 consecutive scored drafts, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Each subpoint in the outline becomes its own paragraph with a topic sentence | Details appear under the subpoint they belong to and in the outline's order | Introduction states the main idea and conclusion returns to it | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point outline-to-draft 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.