Turn a three-box organizer into sentences
When to use this goal
For first and second graders who can draw or write a word in each box of a simple organizer but do not turn the boxes into connected sentences. Present levels should show the student writes single sentences; the goal links planning to a short paragraph.
- Baseline
- Collect five organizers and the writing that followed. Count an opportunity as met when there is one sentence for each box, in order, all on the topic. Note whether the student copies the box words without making sentences.
- Tips
- Keep the organizer simple and the same every time so the routine is clear. Touching each box while saying the sentence ties the plan to the writing. Accept invented spelling.
- Limits
- Three sentences is the start of a paragraph, not a full one. The organizer's content limits what is written. The goal does not score capitals or punctuation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-023.
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Goal
By the annual IEP review date, given a three-box organizer (topic, detail, detail) the student filled in with words or pictures, the student will write one sentence for each box, in the same order as the organizer, so the three sentences tell about one topic independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 5 opportunities.
- Annual goal407 characters
- By the annual IEP review date, given a three-box organizer (topic, detail, detail) the student filled in with words or pictures, the student will write one sentence for each box, in the same order as the organizer, so the three sentences tell about one topic independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a three-box organizer (topic, detail, detail) the student filled in with words or pictures
- Behavior
- The student will write one sentence for each box, in the same order as the organizer, so the three sentences tell about one topic independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a three-box organizer (topic, detail, detail) the student filled in with words or pictures, the student will write one sentence for each box, in the same order as the organizer, so the three sentences tell about one topic independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.