Divide writing into paragraphs where the idea changes
When to use this goal
For students who write multi-paragraph content as one long block, or who start a new paragraph after every sentence. Present levels should show paragraph-length output; the goal targets recognizing shifts in idea.
- Baseline
- Give two probes with four break points each. Score a break correct when it is placed at a true shift. Count extra breaks placed where no shift occurs as errors on the data sheet, since over-breaking is as common as under-breaking.
- Tips
- Narratives with changes of time, place, or speaker are the easiest starting passages. Teach the four reasons to start a new paragraph and have the student say which one applies at each break. Apply the skill to the student's own drafts as the third condition.
- Limits
- Paragraph breaks in real writing can be debatable; probes must have clear shifts. Marking breaks in a given passage does not show that the student paragraphs while drafting. Extra breaks are not reflected in percent correct unless tracked separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-020.
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Goal
By the annual IEP review date, given an unbroken passage of 15 to 20 sentences that contains four places where the topic shifts, the student will mark each place where a new paragraph should begin and indent or add a line break there independently with at least 88% accuracy on paragraph break points, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 25% 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
- 25% accuracy.
- Annual goal392 characters
- By the annual IEP review date, given an unbroken passage of 15 to 20 sentences that contains four places where the topic shifts, the student will mark each place where a new paragraph should begin and indent or add a line break there independently with at least 88% accuracy on paragraph break points, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unbroken passage of 15 to 20 sentences that contains four places where the topic shifts
- Behavior
- The student will mark each place where a new paragraph should begin and indent or add a line break there independently
- Criteria
- With at least 88% accuracy on paragraph break points, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 88% accuracy on paragraph break points
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given an unbroken passage of 15 to 20 sentences that contains four places where the topic shifts, the student will mark each place where a new paragraph should begin and indent or add a line break there independently with at least 88% accuracy on paragraph break points, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| 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.