Write a paragraph explaining how a problem was solved
When to use this goal
For students who can solve a math problem or complete a science procedure but write explain your thinking responses as a single phrase or a list of numbers. Present levels should show the student can explain orally; the goal targets organizing that explanation in writing.
- Baseline
- Score two or three recent explain-your-thinking responses, each row 0 to 3. Ask the student to explain the same problem aloud; if the oral explanation is complete, the frame or dictation support may belong in the goal. Score organization, not whether the math is correct.
- Tips
- Coordinate with the math or science teacher so these responses count for class and come from real assignments. Score the writing, and let the content teacher score the math or science. Sequence words and content vocabulary should be posted during instruction.
- Limits
- If the student solved the problem incorrectly, the explanation can still be well organized; keep the two scores separate. Problems of different complexity make explanations uneven. The rubric does not score sentence quality or conventions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-022.
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Goal
By the annual IEP review date, after solving a multi-step math problem, when asked to explain the solution in writing, the student will write a paragraph that states the problem or question, explains the steps taken in order, and states the answer or result independently, earning a score of at least 7 out of 9 on a 9-point process explanation rubric, on 3 of 4 consecutive scored explanations, 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 goal462 characters
- By the annual IEP review date, after solving a multi-step math problem, when asked to explain the solution in writing, the student will write a paragraph that states the problem or question, explains the steps taken in order, and states the answer or result independently, earning a score of at least 7 out of 9 on a 9-point process explanation rubric, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After solving a multi-step math problem, when asked to explain the solution in writing
- Behavior
- The student will write a paragraph that states the problem or question, explains the steps taken in order, and states the answer or result independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point process explanation rubric, on 3 of 4 consecutive scored explanations
- 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 process explanation rubric
- Mastery rule:
- on 3 of 4 consecutive scored explanations
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after solving a multi-step math problem, when asked to explain the solution in writing, the student will write a paragraph that states the problem or question, explains the steps taken in order, and states the answer or result independently, earning a score of at least 7 out of 9 on a 9-point process explanation rubric, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Opening sentence states the problem or question | Steps are explained in order using sequence words and content vocabulary | Closing sentence states the answer or result and connects it to the question | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point process explanation 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.