Reorder sentences in own draft so ideas flow
When to use this goal
For students whose drafts have all the right sentences but in an order that jumps back and forth. Present levels should show success ordering scrambled sentences in given paragraphs; the goal moves that skill into revising their own drafts.
- Baseline
- Pick five drafts the teacher judges to have at least one out-of-order sentence. Count those where the student finds and moves it during revision. Drafts with no order problems are not counted as opportunities.
- Tips
- Typed drafts make reordering easy; paper drafts can use numbered sentences and arrows. The margin note shows whether the student knows why the order changed.
- Limits
- Opportunities exist only in drafts with order problems, so data can be slow. Judging logical order can differ between scorers. The goal does not cover adding or cutting content.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-043.
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Goal
By the annual IEP review date, when revising a draft paragraph of six or more sentences, the student will move at least one sentence that is out of place so the paragraph reads in a logical order, and explain the move in a margin note independently in at least 4 of 5 opportunities, across 5 consecutive revised drafts, as measured by opportunity-by-opportunity data collected per draft, at least twice monthly.
Baseline: 0 of 5 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
- 0 of 5 opportunities.
- Annual goal411 characters
- By the annual IEP review date, when revising a draft paragraph of six or more sentences, the student will move at least one sentence that is out of place so the paragraph reads in a logical order, and explain the move in a margin note independently in at least 4 of 5 opportunities, across 5 consecutive revised drafts, as measured by opportunity-by-opportunity data collected per draft, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When revising a draft paragraph of six or more sentences
- Behavior
- The student will move at least one sentence that is out of place so the paragraph reads in a logical order, and explain the move in a margin note independently
- Criteria
- In at least 4 of 5 opportunities, across 5 consecutive revised drafts
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Per draft, at least twice monthly
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 4 of 5 opportunities
- Mastery rule:
- across 5 consecutive revised drafts
- Collection schedule:
- per draft, at least twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when revising a draft paragraph of six or more sentences, the student will move at least one sentence that is out of place so the paragraph reads in a logical order, and explain the move in a margin note independently in at least 4 of 5 opportunities, across 5 consecutive revised drafts, as measured by opportunity-by-opportunity data collected per draft, at least twice monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.