Link body paragraphs with transition sentences
When to use this goal
For high school students whose essays have strong paragraphs that read as separate pieces, with no link from one to the next. Present levels should show organized body paragraphs; the target is the opening sentence of each paragraph connecting to the one before.
- Baseline
- In two or three essays, score each body paragraph opening after the first. Correct means it refers to the previous point and introduces the new one. Single transition words (Also, Next) are recorded but not counted.
- Tips
- Show how a linking sentence looks back and forward at the same time. The highlighted-first-sentence condition is a quick revision task. Use class essays for data.
- Limits
- Essays with three body paragraphs give only two openings to score. Judging the link takes agreement between scorers. The measure does not cover transitions within paragraphs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-052.
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Goal
By the annual IEP review date, when writing a multi-paragraph essay for a high school course, the student will open each body paragraph after the first with a sentence that links its point to the previous paragraph's point independently with at least 80% accuracy on paragraph openings, on 3 of 4 consecutive scored essays, 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 goal386 characters
- By the annual IEP review date, when writing a multi-paragraph essay for a high school course, the student will open each body paragraph after the first with a sentence that links its point to the previous paragraph's point independently with at least 80% accuracy on paragraph openings, on 3 of 4 consecutive scored essays, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When writing a multi-paragraph essay for a high school course
- Behavior
- The student will open each body paragraph after the first with a sentence that links its point to the previous paragraph's point independently
- Criteria
- With at least 80% accuracy on paragraph openings, on 3 of 4 consecutive scored essays
- 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 paragraph openings
- Mastery rule:
- on 3 of 4 consecutive scored essays
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, when writing a multi-paragraph essay for a high school course, the student will open each body paragraph after the first with a sentence that links its point to the previous paragraph's point independently with at least 80% accuracy on paragraph openings, on 3 of 4 consecutive scored essays, 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.