Compare and contrast two characters or texts
When to use this goal
For students who can describe one thing but cannot hold two in mind and state how they are alike and different, which secondary classes demand constantly. Base the choice on from assignments that require comparison.
- Baseline
- Collect two or three responses. The common error is a difference that is not on the same point (one character is tall, the other is kind); score that as partial and teach points of comparison. Choose text pairs with clear, findable similarities and differences.
- Tips
- Teach the structure (same point, two sides) before measuring. The two-accounts condition fits history and science classes. Accept a completed organizer as the product if writing is a barrier.
- Limits
- Text pairs must be matched in difficulty. Rubric scoring needs anchor examples. Comparison is also a writing structure; keep this goal on the reading side by accepting notes rather than essays.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-017.
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Goal
By the annual IEP review date, after reading two short unpracticed texts on the same topic at the student's instructional level, the student will state two ways the subjects are alike and two ways they are different, each supported by a detail from the text independently, earning a score of at least 7 out of 8 on a compare-and-contrast rubric (2 similarities and 2 differences, each scored 0 to 2), on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
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 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
- 2 out of 8 rubric points.
- Annual goal507 characters
- By the annual IEP review date, after reading two short unpracticed texts on the same topic at the student's instructional level, the student will state two ways the subjects are alike and two ways they are different, each supported by a detail from the text independently, earning a score of at least 7 out of 8 on a compare-and-contrast rubric (2 similarities and 2 differences, each scored 0 to 2), on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After reading two short unpracticed texts on the same topic at the student's instructional level
- Behavior
- The student will state two ways the subjects are alike and two ways they are different, each supported by a detail from the text independently
- Criteria
- Earning a score of at least 7 out of 8 on a compare-and-contrast rubric (2 similarities and 2 differences, each scored 0 to 2), on 3 of 4 consecutive scored responses
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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 7 out of 8 on a compare-and-contrast rubric (2 similarities and 2 differences, each scored 0 to 2)
- Mastery rule:
- on 3 of 4 consecutive scored responses
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after reading two short unpracticed texts on the same topic at the student's instructional level, the student will state two ways the subjects are alike and two ways they are different, each supported by a detail from the text independently, earning a score of at least 7 out of 8 on a compare-and-contrast rubric (2 similarities and 2 differences, each scored 0 to 2), on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Similarities: each is accurate and supported by a text detail (0 to 2 each) | Differences: each is accurate, on the same point of comparison, and supported by a text detail (0 to 2 each) | Total (of 8) | Notes |
|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a compare-and-contrast rubric (2 similarities and 2 differences, each scored 0 to 2). 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.