Keep every sentence on topic in a paragraph
When to use this goal
For students who write paragraphs with a topic sentence but drift into unrelated ideas, personal asides, or a second topic. Base the choice on counting off-topic sentences in recent samples; the recognition template (choosing relevant details) may come first.
- Baseline
- Score three recent paragraphs by marking each sentence as on topic or off topic relative to the topic sentence. Write the rule for borderline sentences (a related but unneeded detail counts as on topic; a new subject does not). Note whether drift happens late in the paragraph, which suggests a stamina or attention pattern.
- Tips
- Teach the self-check as a rereading step, one sentence at a time. Paragraphs without a clear topic sentence cannot be scored, so this goal assumes one exists. Dictated drafts often drift; rereading before submitting is the key step for those students.
- Limits
- Deciding what is off topic requires judgment; double-score some samples. A student can raise the percentage by writing fewer sentences, so track sentence count. Very short paragraphs do not give a fair measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-016.
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Goal
By the annual IEP review date, in paragraphs of at least six sentences written on an assigned topic, the student will write sentences that each relate to the topic sentence independently with at least 95% accuracy on sentences written, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
Baseline: 60% 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
- 60% accuracy.
- Annual goal345 characters
- By the annual IEP review date, in paragraphs of at least six sentences written on an assigned topic, the student will write sentences that each relate to the topic sentence independently with at least 95% accuracy on sentences written, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- In paragraphs of at least six sentences written on an assigned topic
- Behavior
- The student will write sentences that each relate to the topic sentence independently
- Criteria
- With at least 95% accuracy on sentences written, across 3 consecutive biweekly writing samples
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 95% accuracy on sentences written
- Mastery rule:
- across 3 consecutive biweekly writing samples
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, in paragraphs of at least six sentences written on an assigned topic, the student will write sentences that each relate to the topic sentence independently with at least 95% accuracy on sentences written, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
| 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.