Infer traits from how others react
When to use this goal
For middle school students who describe characters only from their own actions and miss what the author shows through other characters' words and reactions (indirect characterization). Present levels decide the text level.
- Baseline
- Accept oral responses. Note whether the student uses only the main character's own actions.
- Tips
- Builds on the core character trait template. Useful for novels in English class.
- Limits
- Inference demands are high; anchor examples help scoring.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-066.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after reading a chapter of the class novel with 3 marked passages where other characters react to the main character, the student will state a trait of the character and explain how another character's words or actions reveal it independently, earning a score of at least 7 out of 9 on a 3-row indirect characterization rubric scored 0 to 3 per row, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 9 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 9 rubric points.
- Annual goal487 characters
- By the annual IEP review date, after reading a chapter of the class novel with 3 marked passages where other characters react to the main character, the student will state a trait of the character and explain how another character's words or actions reveal it independently, earning a score of at least 7 out of 9 on a 3-row indirect characterization rubric scored 0 to 3 per row, 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 a chapter of the class novel with 3 marked passages where other characters react to the main character
- Behavior
- The student will state a trait of the character and explain how another character's words or actions reveal it independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row indirect characterization rubric scored 0 to 3 per row, 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 9 on a 3-row indirect characterization rubric scored 0 to 3 per row
- 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 a chapter of the class novel with 3 marked passages where other characters react to the main character, the student will state a trait of the character and explain how another character's words or actions reveal it independently, earning a score of at least 7 out of 9 on a 3-row indirect characterization rubric scored 0 to 3 per row, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Trait: names a personality trait (0 to 3) | Evidence: cites what another character says or does (0 to 3) | Reasoning: explains how the evidence shows the trait (0 to 3) | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row indirect characterization rubric scored 0 to 3 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.