Lead into and explain a quotation
When to use this goal
For students who drop quotations into paragraphs with no introduction and no explanation, so the quote stands alone. Present levels should show the student can find a relevant quote; the target is the lead-in, the quote, and the explanation.
- Baseline
- In two or three paragraphs, mark every quotation and score it as complete when it has a lead-in, correct quotation marks, and an explanation. Note which part is missing; explanation is the most common.
- Tips
- The quote sandwich is easy to teach and to self-check. Model explanations that start with phrases like This shows. Use texts from class so students know the context.
- Limits
- Explanation quality takes judgment; agree on what counts. Paragraphs with only one quote give all-or-nothing scores. Quotation punctuation is scored with the structure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-039.
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Goal
By the annual IEP review date, when writing a body paragraph about a text read in class, the student will introduce each quotation with a lead-in that names the speaker or source, punctuate it correctly, and follow it with at least one sentence explaining how it supports the paragraph's point independently with at least 80% accuracy on quotations used, on 3 of 4 consecutive scored paragraphs, as measured by work-sample analysis collected every two weeks.
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 goal458 characters
- By the annual IEP review date, when writing a body paragraph about a text read in class, the student will introduce each quotation with a lead-in that names the speaker or source, punctuate it correctly, and follow it with at least one sentence explaining how it supports the paragraph's point independently with at least 80% accuracy on quotations used, on 3 of 4 consecutive scored paragraphs, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When writing a body paragraph about a text read in class
- Behavior
- The student will introduce each quotation with a lead-in that names the speaker or source, punctuate it correctly, and follow it with at least one sentence explaining how it supports the paragraph's point independently
- Criteria
- With at least 80% accuracy on quotations used, on 3 of 4 consecutive scored paragraphs
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 80% accuracy on quotations used
- Mastery rule:
- on 3 of 4 consecutive scored paragraphs
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, when writing a body paragraph about a text read in class, the student will introduce each quotation with a lead-in that names the speaker or source, punctuate it correctly, and follow it with at least one sentence explaining how it supports the paragraph's point independently with at least 80% accuracy on quotations used, on 3 of 4 consecutive scored paragraphs, as measured by work-sample analysis collected every two weeks.
| 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.