Write a conclusion that restates the thesis and closes the essay
When to use this goal
For students whose essays end after the last body paragraph, or whose conclusions copy the introduction word for word. Present levels should show organized body paragraphs; the conclusion is taught as its own paragraph type.
- Baseline
- Score conclusions from two or three recent essays, each row 0 to 3. Compare the conclusion to the introduction; copied sentences score zero on row one. If the essay has no conclusion at all, record that; many students have never written one.
- Tips
- Teach closing thoughts as a short list of moves (why it matters, what should happen next, a connection to the reader). Use prepared drafts at first so the student practices conclusions often, then move to their own essays. Conclusions are quick to score between full essays.
- Limits
- Closing thoughts are subjective; score presence and relevance, not originality. Formulaic conclusions meet the rubric, which is acceptable at this stage. The rubric does not score conventions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-019.
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Goal
By the annual IEP review date, given a completed draft of an essay that lacks a conclusion, the student will write a conclusion paragraph that restates the thesis in new words, summarizes the main points, and ends with a closing thought independently, earning a score of at least 7 out of 9 on a 9-point conclusion paragraph rubric, on 3 of 4 consecutive scored conclusions, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 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
- 2 out of 9 rubric points.
- Annual goal441 characters
- By the annual IEP review date, given a completed draft of an essay that lacks a conclusion, the student will write a conclusion paragraph that restates the thesis in new words, summarizes the main points, and ends with a closing thought independently, earning a score of at least 7 out of 9 on a 9-point conclusion paragraph rubric, on 3 of 4 consecutive scored conclusions, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a completed draft of an essay that lacks a conclusion
- Behavior
- The student will write a conclusion paragraph that restates the thesis in new words, summarizes the main points, and ends with a closing thought independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point conclusion paragraph rubric, on 3 of 4 consecutive scored conclusions
- 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 conclusion paragraph rubric
- Mastery rule:
- on 3 of 4 consecutive scored conclusions
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a completed draft of an essay that lacks a conclusion, the student will write a conclusion paragraph that restates the thesis in new words, summarizes the main points, and ends with a closing thought independently, earning a score of at least 7 out of 9 on a 9-point conclusion paragraph rubric, on 3 of 4 consecutive scored conclusions, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Restates the thesis in different words | Summarizes the main points without adding new evidence | Ends with a closing thought that gives the essay a sense of completion | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point conclusion 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.