Annotate a text using a marking code
When to use this goal
For students who read assigned texts without marking anything, or highlight whole pages, and then cannot find what mattered. The text should be at an accessible level or read aloud. Present levels, not grade, decide how many marks in the code the student starts with.
- Baseline
- Collect two or three texts the student read for class and score any marks already made with the rubric. Then give one text with the code and no coaching. Note whether the student marks too much, too little, or marks without a pattern.
- Tips
- Keep the code short; three symbols is plenty. Digital texts work with highlight colors and comment boxes. The annotated text is the work sample, so scoring takes a minute. Ask the student to use the annotations to answer one question so they see the payoff.
- Limits
- Annotation quality does not guarantee comprehension; pair with a comprehension goal if that is the need. Some texts (novels, math) need a different code.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-023.
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Goal
By the annual IEP review date, given a one- to two-page content-area article and a posted three-symbol marking code (star for main idea, circle for unknown word, question mark for a question), the student will annotate the text with the marking code and write a short margin note for each section independently, earning a score of at least 6 out of 8 on a 4-row text annotation rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly samples, as measured by a defined scoring rubric collected weekly.
Baseline: 2 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 Study & Test-Taking Skills.
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
- Executive Function - Study & Test-Taking Skills
- Baseline
- 2 out of 8 rubric points.
- Annual goal503 characters
- By the annual IEP review date, given a one- to two-page content-area article and a posted three-symbol marking code (star for main idea, circle for unknown word, question mark for a question), the student will annotate the text with the marking code and write a short margin note for each section independently, earning a score of at least 6 out of 8 on a 4-row text annotation rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly samples, as measured by a defined scoring rubric collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a one- to two-page content-area article and a posted three-symbol marking code (star for main idea, circle for unknown word, question mark for a question)
- Behavior
- The student will annotate the text with the marking code and write a short margin note for each section independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row text annotation rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 6 out of 8 on a 4-row text annotation rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive weekly samples
- Collection schedule:
- weekly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a one- to two-page content-area article and a posted three-symbol marking code (star for main idea, circle for unknown word, question mark for a question), the student will annotate the text with the marking code and write a short margin note for each section independently, earning a score of at least 6 out of 8 on a 4-row text annotation rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly samples, as measured by a defined scoring rubric collected weekly.
| Date | Task / sample | Main idea of each section is starred | Unknown or key words are circled, not whole lines | At least one question or reaction is written in the margin | Each section has a margin note of a few words in the student's own words | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row text annotation rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.