# data[].attributes.body
Baseline: Michael is able to produce 1 paragraph 1 paragraph with use of an editor's checklist

Goal:
when given an informative/explanatory writing prompt and graphic organizers, Michael will develop two paragraph essays utilizing (descriptions, exploration, comparison and contrast, problem solutions), that includes a topic sentence, supporting details and a conclusion and revise writing to improve grammar, word use, spelling, organization and consistency with 80% accuracy as measured by student work samples.

# data[].attributes.body
Baseline: Michael is able to produce 1 paragraph with use of an editors checklist and teacher support and shows signs of being able to produce more, but is resistant to writing task

Goal: By Sept. 8, 2022, given the use of an editors checklist, Michael will be able to develop one paragraph with relevant facts, definitions, concrete details, quotations and or other info and examples with 70% accuracy.

# data[].attributes.body
Baseline:  Michael is a 5th grade student.  He
is currently able to produce a paragraph with the use of an editor's  checklist and teacher support. At times it appears that he can produce more but he is resistant to writing as well as peers reading his writing. Through discussions of transition to Middle school next  year, Michael has stated he is willing to work on this non preferred task.

Goal: By 9/7/22 Given Graphic organizers, editor checklists, and no more than 4 prompts per essay , Michael will be able to write 4 paragraphs of explanatory using developmental writing strategies ( topic sentences, relevant facts, definitions, and details quotations) with 80% accuracy as measured by student work samples.

# data[].attributes.body
Baseline: Michael can produce 1 paragraph with the use of an editor's checklist and teacher support and 4 prompts.

Goal: By September 9, 2021, Michael will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience with a 80% accuracy as measured by student work samples.

# data[].attributes.body
Baseline: Miachel can currently produce 1 paragraph with use of an editor's checklist, and support from teacher

# data[].attributes.headline
Baseline: Michael is able to produce a single informative, paragraph with the use of an editor's checklist and up to 10 teacher prompts.

# data[].attributes.subject
Baseline: Michael is able to produce a single informative, paragraph with the use of an editor's checklist and up to 10 teacher prompts.

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Goal: By 9/8/21, with the use of a graphic organizer, AT tools (such as speech to text), and editor's checklist and no more than 5 teacher prompts, Michale will be able to produce a multi paragraph informative/explanatory text with clear introductory sentences, supporting sentences with concrete details, definitions and/or quotations, use transition and linking words and concluding sentences, scoring 4/5 on a classroom writing rubric.

# data[].attributes.body
Baseline: Michael can currently produce 1 paragraph with the use of an editor's checklist and teacher support.

Goal: By Sept 8, 2022, given the use of a graphic organizer and editors checklist, Michael will independently write a paragraph where he introduces a topic, develops the topic with concrete facts and details, and provides a concluding sentence with 80% accuracy as measured by student work samples.

# data[].attributes.headline
Baseline: Michael is able to produce 1 paragraph 1 paragraph with use of an editor's checklist and teacher support. 

# data[].attributes.subject
Baseline: Michael is able to produce 1 paragraph 1 paragraph with use of an editor's checklist and teacher support. 

# data[].attributes.body
Goal: By September 2022, given the use of an editor's checklist and graphic organizer, Michael will be able to produce 2 paragraphs using topic sentences, supporting sentences, and transition sentences to convey ideas and concepts and information in 4 out of 5 trials with 70% accuracy.

# data[].attributes.body
Baseline: Michael can write one paragraph with teacher supports and editor's checklist. Does not want to share writing with peers.

Goal: Michael will be able to write one persuasive paragraph about the topic of his choice using only an editors checklist. His paragraph will be five sentences long. It will include one introduction, three supporting details and a conclusion with 80% accuracy that will be measured by teachers only.

# data[].attributes.body
Baseline:  Michael can write an expression piece of 1 paragraph when given a specific topic. He can verbally compose 3 or more sentences expressing facts and his opinion on a topic during class discussions. He is able to correct his writing with editing checklists.

CCSS ELA 6.2.B. By Oct 2021, Michael will write an expression piece on a selected topic and support his ideas with facts and details with the use of writing supports in 3 of 5 writing periods with moderate adult assistance and 80% accuracy

# data[].attributes.body
Baseline: Michael is able to write a paragraph with editor checklist and teacher support
Goal: By Sept. 2022 will be able to use appropriate transitions to clarify the the relationship between two similar ideas.

# data[].attributes.body
Baseline: Michael can currently produce a 1 paragraph with the use of an editor's checklist and teacher support

Goal: By July 5, 2022 Michael will be able to introduce informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by using precise language and domain-specific vocabulary to explain the topic and provide a concluding statement that follows with 80% accuracy as measured by student work samples

# data[].attributes.body
Baseline: With staff support and the use of an editor's checklist, Michael is able to write a one paragraph text.

Goal: By September 8th, 2022, Michael will be able to produce a two-paragraph explanatory/informative text to examine a topic and convey ideas, concepts and information through the analysis, selection and organization of relevant content with the use of an editor's checklist and support from staff.

# data[].attributes.body
Baseline: Michael is able to produce 1 paragraph using an editor’s checklist and teacher support.

By September 2022, Michael will write a multi-paragraph informative/explanatory text with use of a graphic organizer and/or editor’s checklist that will include a topic, definition, relevant facts and examples with 80% accuracy as measured by student work samples

# data[].attributes.body
Baseline: Michael is able to write 1 paragraph in 5th grade level with editor checklist and teacher support.

Goal: By Sept. 2022 Michael will Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. He will be able to write a (2)paragraph that is 6th grade level with no editor checklist.

# data[].attributes.body
Baseline: Currently, Michael is able to write one paragraph with the use of an editor's checklist and teacher support.

Goal: By August 9, 2022, given the use of a graphic organizer, Michael will be able to write two paragraphs using appropriate transitions to show the relationship between ideas and concepts with 60% accuracy based on student work samples.

# data[].attributes.headline
Baseline: Micheal is able to produce 1 paragraph with use of an editors checklist and teacher support. 

# data[].attributes.subject
Baseline: Micheal is able to produce 1 paragraph with use of an editors checklist and teacher support. 

# data[].attributes.body
Goals: By September 2022, Micheal will be able to write 3 paragraphs of explanatory text using one developmental writing strategy (relevant facts, definitions, concrete details, quotations) with the use of an editors checklist, graphic organizer, and teacher support with 80% accuracy as measured by student work samples.

# data[].attributes.headline
Baseline: Michael is able to, with up to 5 teacher prompts, and the use of assistive technology, and visual supports i.e. graphic organizers and editing checklist, produce a single paragraph earning a 3 out of 5 on a classroom writing rubric.                                Goal: By 9/7/2022, Michael will, with the use of assistive technology, and up to 2 teacher prompts, in response to a curriculum-based writing prompt, write a multi-paragraph essay with an introductory sentence, supporting details, use of transition words and a conclusion, scoring a  4 out of 5 on a classroom writing rubric as measured by staff collected data. 

# data[].attributes.subject
Baseline: Michael is able to, with up to 5 teacher prompts, and the use of assistive technology, and visual supports i.e. graphic organizers and editing checklist, produce a single paragraph earning a 3 out of 5 on a classroom writing rubric.                                Goal: By 9/7/2022, Michael will, with the use of assistive technology, and up to 2 teacher prompts, in response to a curriculum-based writing prompt, write a multi-paragraph essay with an introductory sentence, supporting details, use of transition words and a conclusion, scoring a  4 out of 5 on a classroom writing rubric as measured by staff collected data. 

# data[].attributes.body
Baseline: Given an editor's checklist and ongoing teacher support, Michael can compose one written paragraph.

Goal: Given a topic, Michael will use a graphic organizer to write a 2 paragraph expository paragraph to include a topic sentence, 3 supporting details and a concluding sentence with 80% accuracy as measured by student work samples.