Write a paragraph about a job or interest
When to use this goal
For transition-age students with significant support needs who write a few sentences with supports and are ready to organize them around one topic for a real purpose (a profile, a portfolio page, a job interview prep sheet). Present levels should describe the writing mode and current sentence skills.
- Baseline
- Over four sessions on different topics, record each paragraph and the support used. Count a paragraph when it has a topic sentence, three related details, and a closing. Note which part is most often missing.
- Tips
- Use the paragraphs in a real product: a student profile for a transition portfolio, a page for a person-centered plan, or notes for a job interview. Topics are the student's own work and interests, written for adult readers.
- Limits
- The planner provides the structure; record when it is used. Topics the student knows well produce more. Spelling is not scored.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-050.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a topic about the student's job, volunteer work, or interests and a paragraph planner with a topic box, three detail boxes, and a closing box, the student will write a paragraph of at least four sentences that starts with a topic sentence, gives three details about the topic, and ends with a closing sentence independently in at least 3 of 4 opportunities, across 2 consecutive months of data, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 0 of 4 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 4 opportunities.
- Annual goal496 characters
- By the annual IEP review date, given a topic about the student's job, volunteer work, or interests and a paragraph planner with a topic box, three detail boxes, and a closing box, the student will write a paragraph of at least four sentences that starts with a topic sentence, gives three details about the topic, and ends with a closing sentence independently in at least 3 of 4 opportunities, across 2 consecutive months of data, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a topic about the student's job, volunteer work, or interests and a paragraph planner with a topic box, three detail boxes, and a closing box
- Behavior
- The student will write a paragraph of at least four sentences that starts with a topic sentence, gives three details about the topic, and ends with a closing sentence independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive months of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive months of data
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a topic about the student's job, volunteer work, or interests and a paragraph planner with a topic box, three detail boxes, and a closing box, the student will write a paragraph of at least four sentences that starts with a topic sentence, gives three details about the topic, and ends with a closing sentence independently in at least 3 of 4 opportunities, across 2 consecutive months of data, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.