Reverse outline a draft to check organization
When to use this goal
For students who reread essays only for spelling and miss that paragraphs repeat each other, drift off the thesis, or sit in a confusing order. Present levels should show multi-paragraph drafts; reverse outlining is a revision tool for organization.
- Baseline
- Observe one or two revision sessions with the template and mark each step. Save the draft before and after to see whether organization changes happened.
- Tips
- Model reverse outlining on a messy sample essay first. The margin notes double as a study outline. This works for research papers and lab reports too.
- Limits
- Following the steps does not guarantee better organization; check the revised draft. Drafts that are already well organized show few changes, which is fine. Steps done at home are hard to observe.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-045.
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Goal
By the annual IEP review date, after drafting a multi-paragraph essay for any class, the student will reverse outline the draft and make the organization changes it shows using the reverse outline template, performing at least 5 of 6 steps independently, on 3 consecutive essay revisions, as measured by a task-analysis checklist collected per essay, at least twice monthly.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 steps independently.
- Annual goal374 characters
- By the annual IEP review date, after drafting a multi-paragraph essay for any class, the student will reverse outline the draft and make the organization changes it shows using the reverse outline template, performing at least 5 of 6 steps independently, on 3 consecutive essay revisions, as measured by a task-analysis checklist collected per essay, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- After drafting a multi-paragraph essay for any class
- Behavior
- The student will reverse outline the draft and make the organization changes it shows using the reverse outline template
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive essay revisions
- Evaluation method
- A task-analysis checklist
- Schedule
- Per essay, at least twice monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive essay revisions
- Collection schedule:
- per essay, at least twice monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after drafting a multi-paragraph essay for any class, the student will reverse outline the draft and make the organization changes it shows using the reverse outline template, performing at least 5 of 6 steps independently, on 3 consecutive essay revisions, as measured by a task-analysis checklist collected per essay, at least twice monthly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Numbers each paragraph | ||||||||
| 2. Writes the main point of each paragraph in a few words in the margin | ||||||||
| 3. Checks each main point against the thesis | ||||||||
| 4. Marks paragraphs that repeat, drift, or are out of order | ||||||||
| 5. Moves, merges, or cuts the marked paragraphs | ||||||||
| 6. Rereads to confirm the new order follows the thesis | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.