Put scrambled essay paragraphs in order
When to use this goal
For middle school students who can order sentences in a paragraph but not see how paragraphs build an essay. Present levels should show success on sentence ordering; the task moves the same thinking to the whole essay.
- Baseline
- Give two probes of two essays each. Score each paragraph placed correctly. The clue the student names (a transition, the thesis order, a concluding phrase) shows whether placements are reasoned or guessed.
- Tips
- Write essays at an easy reading level so reading does not drive scores. Follow each probe with the student checking their own essay's order. Clues are worth teaching explicitly: transitions, thesis order, and concluding words.
- Limits
- Ordering others' essays is easier than organizing one's own. Some body paragraphs can go in more than one order; accept any that the thesis supports. Reading level affects scores.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-041.
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Goal
By the annual IEP review date, given four short essays with their five paragraphs cut apart and mixed, the student will arrange the paragraphs into an order with the introduction first, body paragraphs in the order the thesis names them, and the conclusion last, and name one clue used for each placement independently with at least 90% accuracy on paragraph placements, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% 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
- 40% accuracy.
- Annual goal472 characters
- By the annual IEP review date, given four short essays with their five paragraphs cut apart and mixed, the student will arrange the paragraphs into an order with the introduction first, body paragraphs in the order the thesis names them, and the conclusion last, and name one clue used for each placement independently with at least 90% accuracy on paragraph placements, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given four short essays with their five paragraphs cut apart and mixed
- Behavior
- The student will arrange the paragraphs into an order with the introduction first, body paragraphs in the order the thesis names them, and the conclusion last, and name one clue used for each placement independently
- Criteria
- With at least 90% accuracy on paragraph placements, in 3 of 4 consecutive biweekly probes
- 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 90% accuracy on paragraph placements
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given four short essays with their five paragraphs cut apart and mixed, the student will arrange the paragraphs into an order with the introduction first, body paragraphs in the order the thesis names them, and the conclusion last, and name one clue used for each placement independently with at least 90% accuracy on paragraph placements, in 3 of 4 consecutive biweekly probes, 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.