Make inferences supported by text evidence
Live goal preview
By the annual IEP review date, after reading an unpracticed instructional-level passage and given 3 inferential questions, the student will answer each question with an inference and a quoted or paraphrased piece of text evidence that supports it independently, earning a score of at least 9 out of 12 on an inference-and-evidence rubric (3 questions, each scored 0–2 for the inference and 0–2 for the evidence), on 3 of 4 consecutive scored probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 12 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Rubric score is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Rubric scoring can produce rubric score data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Reading Comprehension.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students whose present levels show they can answer literal questions but struggle to read between the lines or support answers. Confirm literal comprehension and decoding level through assessment first; grade alone is not a reason to choose this goal.
- Baseline considerations
- Use two or three passages and score with the rubric. Look at whether the student's difficulty is the inference itself or linking it to evidence. Accept oral answers if writing is a separate need.
- Usage notes
- The text-to-speech condition gives access to grade-level content when decoding is a separate goal. Model think-alouds that connect clues to conclusions before measuring.
- Known limitations
- Inferential questions vary widely in difficulty; write them to a consistent standard. Rubric scoring needs anchor examples. Written responses also reflect writing skills.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
rd-comp-004.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Rubric tracker. Your goal is a rubric score, so the sheet scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 9 out of 12 on an inference-and-evidence rubric (3 questions, each scored 0–2 for the inference and 0–2 for the evidence)
- Mastery rule:
- on 3 of 4 consecutive scored probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after reading an unpracticed instructional-level passage and given 3 inferential questions, the student will answer each question with an inference and a quoted or paraphrased piece of text evidence that supports it independently, earning a score of at least 9 out of 12 on an inference-and-evidence rubric (3 questions, each scored 0–2 for the inference and 0–2 for the evidence), on 3 of 4 consecutive scored probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Inference: the answer is reasonable and goes beyond what is directly stated (0–2 per question) | Evidence: cites or paraphrases a relevant detail that supports the inference (0–2 per question) | Total (of 12) | Notes |
|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with an inference-and-evidence rubric (3 questions, each scored 0–2 for the inference and 0–2 for the evidence). 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.