Paragraph Organization IEP goals for high school (grades 9 to 12)
33 of the paragraph organization templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
33 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Paragraph Organization Writing
Write an organized paragraph with a topic sentence, details, and a conclusion
Topic sentence, supporting details, and conclusion
By the annual IEP review date, given a familiar topic and a 25-minute writing period, the student will write a paragraph with a topic sentence, at least three supporting details, and a concluding sentence independently, earning a score of at least 10 out of 12 on a 12-point paragraph organization rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
Write a multi-paragraph essay with an introduction, body, and conclusion
Multi-paragraph essay structure
By the annual IEP review date, given an informational or argument prompt and two class periods to plan, draft, and revise, the student will write a multi-paragraph essay with an introduction that states the controlling idea, body paragraphs that each begin with a topic sentence, and a conclusion independently, earning a score of at least 9 out of 12 on a 12-point multi-paragraph organization rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
Follow a step-by-step paragraph-writing routine
Independent paragraph-writing routine
By the annual IEP review date, when given a paragraph writing assignment during independent work time, the student will carry out a paragraph-writing routine from reading the prompt through a final reread using a written step card, performing at least 6 of 7 steps independently, across 3 consecutive observed writing sessions, as measured by a task-analysis checklist collected weekly.
Write a summary paragraph of an informational text
Summary paragraph
By the annual IEP review date, after reading an informational text of 300 to 500 words at the student's instructional level, the student will write a summary paragraph that states the main idea and the key supporting details in the student's own words independently, earning a score of at least 6 out of 8 on an 8-point summary paragraph rubric, on 3 of 4 consecutive scored summaries, as measured by a defined scoring rubric collected every two weeks.
Write a compare-and-contrast paragraph
Compare-and-contrast paragraph
By the annual IEP review date, given two familiar things to compare and a 25-minute writing period, the student will write a paragraph that names both subjects, gives at least two ways they are alike and two ways they differ, and ends with a concluding sentence independently, earning a score of at least 10 out of 12 on a 12-point compare-and-contrast paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
Write a cause-and-effect paragraph
Cause-and-effect paragraph
By the annual IEP review date, given a familiar event or situation and a 25-minute writing period, the student will write a paragraph that states the event, explains at least two causes or two effects, and connects them with cause-and-effect signal words independently, earning a score of at least 7 out of 9 on a 9-point cause-and-effect paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
High school paragraph organization goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 20 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 8 goals here
Frequently asked questions
How do paragraph organization goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
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