Identify the author's purpose and point to the clue
When to use this goal
For students who cannot say whether a text is trying to inform, persuade, or entertain, which affects how they should read it. Base the choice on comprehension data on mixed-genre texts.
- Baseline
- Score the purpose and the supporting feature as two responses (10 per probe of 5 texts). Use texts with a clear single purpose at baseline. Note whether the student picks entertain for every story and inform for everything else, which suggests genre labeling rather than purpose reasoning.
- Tips
- The everyday-text condition fits functional and transition goals, where recognizing persuasion (ads, offers) matters. Move from three purposes to finer ones (explain, describe, instruct) once the basic three are steady. Accept oral responses.
- Limits
- Many texts have mixed purposes; write items with a clear primary purpose. Purpose categories are a teaching convention, not a fixed truth. Does not measure comprehension of the content.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-014.
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Goal
By the annual IEP review date, given 5 short unpracticed texts at the student's instructional level of mixed types (an advertisement, an informational paragraph, a story excerpt, an editorial, a set of directions), the student will state the author's purpose and point to one feature of the text that shows it independently with at least 85% accuracy on purpose responses, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% 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 Reading Comprehension.
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
- Reading - Reading Comprehension
- Baseline
- 40% accuracy.
- Annual goal465 characters
- By the annual IEP review date, given 5 short unpracticed texts at the student's instructional level of mixed types (an advertisement, an informational paragraph, a story excerpt, an editorial, a set of directions), the student will state the author's purpose and point to one feature of the text that shows it independently with at least 85% accuracy on purpose responses, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 5 short unpracticed texts at the student's instructional level of mixed types (an advertisement, an informational paragraph, a story excerpt, an editorial, a set of directions)
- Behavior
- The student will state the author's purpose and point to one feature of the text that shows it independently
- Criteria
- With at least 85% accuracy on purpose responses, on 3 of 4 consecutive probes
- 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 85% accuracy on purpose responses
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 5 short unpracticed texts at the student's instructional level of mixed types (an advertisement, an informational paragraph, a story excerpt, an editorial, a set of directions), the student will state the author's purpose and point to one feature of the text that shows it independently with at least 85% accuracy on purpose responses, on 3 of 4 consecutive probes, 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.