Sort sentence strips into two topic groups
When to use this goal
For students who write about several topics in one paragraph and do not yet notice when a sentence belongs somewhere else. Present levels should show the student can read simple sentences; the task builds the idea that a paragraph holds one topic.
- Baseline
- Give two sorts of eight strips each. Score each strip placed on the right mat. Start with clearly different topics; note whether accuracy drops with related topics.
- Tips
- After the sort, have the student glue one group in order to make a paragraph. Use topics from class units. Students who cannot read the strips yet can sort picture-sentence cards with the adult reading.
- Limits
- Sorting given sentences is easier than keeping one's own writing on topic. Reading level affects scores. The goal does not measure order within a paragraph.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-025.
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Goal
By the annual IEP review date, given eight sentence strips about two topics (such as dogs and rain) and two labeled sorting mats, the student will sort each sentence onto the mat for its topic and then read each group aloud as a paragraph independently with at least 90% accuracy on sentence strips, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal390 characters
- By the annual IEP review date, given eight sentence strips about two topics (such as dogs and rain) and two labeled sorting mats, the student will sort each sentence onto the mat for its topic and then read each group aloud as a paragraph independently with at least 90% accuracy on sentence strips, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given eight sentence strips about two topics (such as dogs and rain) and two labeled sorting mats
- Behavior
- The student will sort each sentence onto the mat for its topic and then read each group aloud as a paragraph independently
- Criteria
- With at least 90% accuracy on sentence strips, 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 90% accuracy on sentence strips
- 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 eight sentence strips about two topics (such as dogs and rain) and two labeled sorting mats, the student will sort each sentence onto the mat for its topic and then read each group aloud as a paragraph independently with at least 90% accuracy on sentence strips, 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.