Indent and keep a paragraph in one block
When to use this goal
For students who write each sentence on its own line, number sentences like a list, or start each one at the left margin, so paragraphs do not look like paragraphs. Present levels should show the student writes several sentences on a topic.
- Baseline
- Review eight paragraphs from different classes and count those that are indented and written as one block. Note whether the student lists sentences, numbers them, or skips the indent only.
- Tips
- Many students list sentences because worksheets ask for one answer per line. Explain that paragraphs look different from lists. When typing, teach the Tab key or first-line indent setting.
- Limits
- Format is a small part of paragraph writing; pair with a structure goal. Students with visual-motor needs may need wider-lined paper or typing. Daily data is quick but needs a simple tally.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-033.
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Goal
By the annual IEP review date, when writing a paragraph on lined paper during writing or content-area class, the student will indent the first line and continue each new sentence on the same line as the last one so the paragraph forms one block independently in at least 7 of 8 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected daily, summarized weekly.
Baseline: 1 of 8 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 8 opportunities.
- Annual goal411 characters
- By the annual IEP review date, when writing a paragraph on lined paper during writing or content-area class, the student will indent the first line and continue each new sentence on the same line as the last one so the paragraph forms one block independently in at least 7 of 8 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected daily, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When writing a paragraph on lined paper during writing or content-area class
- Behavior
- The student will indent the first line and continue each new sentence on the same line as the last one so the paragraph forms one block independently
- Criteria
- In at least 7 of 8 opportunities, across 2 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, summarized 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 7 of 8 opportunities
- Mastery rule:
- across 2 consecutive weeks of data
- Collection schedule:
- daily, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when writing a paragraph on lined paper during writing or content-area class, the student will indent the first line and continue each new sentence on the same line as the last one so the paragraph forms one block independently in at least 7 of 8 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected daily, summarized 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 | 7 | 8 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 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.