Color-code the parts of own paragraph
When to use this goal
For students who know the parts of a paragraph but do not check their own writing for them. Present levels should show the student can find a topic sentence in a model; this goal moves that skill to self-checking.
- Baseline
- Collect six paragraphs and the color-coded versions. Count an opportunity as met when every part is correctly colored and any missing part was added. Note which part is most often missing or mislabeled.
- Tips
- Use the same colors the class uses (traffic-light colors are common). Let the student choose to color on paper or on screen. The habit transfers to multi-paragraph checks later.
- Limits
- Coloring can be done without careful reading; check accuracy, not just color. The goal measures self-checking, not paragraph quality. Students with color vision differences need symbols or underline styles instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-031.
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Goal
By the annual IEP review date, after drafting a paragraph, given three colored pencils or highlighters (topic sentence, details, conclusion), the student will highlight the topic sentence, each detail, and the concluding sentence in their colors, and add any part that has no color independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 6 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 6 opportunities.
- Annual goal436 characters
- By the annual IEP review date, after drafting a paragraph, given three colored pencils or highlighters (topic sentence, details, conclusion), the student will highlight the topic sentence, each detail, and the concluding sentence in their colors, and add any part that has no color independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After drafting a paragraph, given three colored pencils or highlighters (topic sentence, details, conclusion)
- Behavior
- The student will highlight the topic sentence, each detail, and the concluding sentence in their colors, and add any part that has no color independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after drafting a paragraph, given three colored pencils or highlighters (topic sentence, details, conclusion), the student will highlight the topic sentence, each detail, and the concluding sentence in their colors, and add any part that has no color independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice 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 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.