Explain each detail with a follow-up sentence
When to use this goal
For students whose paragraphs list facts one sentence each with nothing connecting them to the topic. Present levels should show paragraphs with a topic sentence and details; the target is one elaboration sentence after each detail.
- Baseline
- In three paragraphs, mark each detail and score it as elaborated when the next sentence explains, gives an example, or tells why it matters. The denominator is the number of details.
- Tips
- Teach elaboration with a simple pattern (detail, then tell more). Color-code details and elaborations in model paragraphs. This prepares students for evidence-and-explanation body paragraphs later.
- Limits
- The measure checks that elaboration is there, not how strong it is. Paragraphs with few details give coarse percentages. Content knowledge affects how much the student can elaborate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-028.
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Goal
By the annual IEP review date, when writing an informational paragraph with at least three details, the student will follow each detail with a sentence that explains it, gives an example, or tells why it matters to the topic independently with at least 75% accuracy on details in the paragraph, on 3 of 4 consecutive scored paragraphs, as measured by work-sample analysis collected weekly.
Baseline: 20% 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
- 20% accuracy.
- Annual goal389 characters
- By the annual IEP review date, when writing an informational paragraph with at least three details, the student will follow each detail with a sentence that explains it, gives an example, or tells why it matters to the topic independently with at least 75% accuracy on details in the paragraph, on 3 of 4 consecutive scored paragraphs, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When writing an informational paragraph with at least three details
- Behavior
- The student will follow each detail with a sentence that explains it, gives an example, or tells why it matters to the topic independently
- Criteria
- With at least 75% accuracy on details in the paragraph, on 3 of 4 consecutive scored paragraphs
- 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 75% accuracy on details in the paragraph
- Mastery rule:
- on 3 of 4 consecutive scored paragraphs
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, when writing an informational paragraph with at least three details, the student will follow each detail with a sentence that explains it, gives an example, or tells why it matters to the topic independently with at least 75% accuracy on details in the paragraph, on 3 of 4 consecutive scored paragraphs, 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.