Trace how a character changes across a novel
When to use this goal
For high school students who can describe a character at one moment but not how and why the character develops across a longer work. Present levels decide the text; audio versions are fine.
- Baseline
- Score one or two past responses on whole works. Data points are few, so pair with chapter-level probes.
- Tips
- Builds on the middle school character templates. Fits English class units.
- Limits
- Long works mean few data points per year.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-090.
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Goal
By the annual IEP review date, after finishing the class novel or play, given a character arc organizer, the student will describe the character at the beginning, middle, and end, and explain what causes the change, with evidence for each independently, earning a score of at least 9 out of 12 on a 4-row character development rubric scored 0 to 3 per row, on 2 of 3 consecutive scored responses, as measured by a defined scoring rubric collected at the end of each novel or major text.
Baseline: 4 out of 12 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
- 4 out of 12 rubric points.
- Annual goal486 characters
- By the annual IEP review date, after finishing the class novel or play, given a character arc organizer, the student will describe the character at the beginning, middle, and end, and explain what causes the change, with evidence for each independently, earning a score of at least 9 out of 12 on a 4-row character development rubric scored 0 to 3 per row, on 2 of 3 consecutive scored responses, as measured by a defined scoring rubric collected at the end of each novel or major text.
- Timeframe
- By the annual IEP review date
- Condition
- After finishing the class novel or play, given a character arc organizer
- Behavior
- The student will describe the character at the beginning, middle, and end, and explain what causes the change, with evidence for each independently
- Criteria
- Earning a score of at least 9 out of 12 on a 4-row character development rubric scored 0 to 3 per row, on 2 of 3 consecutive scored responses
- Evaluation method
- A defined scoring rubric
- Schedule
- At the end of each novel or major text
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 9 out of 12 on a 4-row character development rubric scored 0 to 3 per row
- Mastery rule:
- on 2 of 3 consecutive scored responses
- Collection schedule:
- at the end of each novel or major text
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after finishing the class novel or play, given a character arc organizer, the student will describe the character at the beginning, middle, and end, and explain what causes the change, with evidence for each independently, earning a score of at least 9 out of 12 on a 4-row character development rubric scored 0 to 3 per row, on 2 of 3 consecutive scored responses, as measured by a defined scoring rubric collected at the end of each novel or major text.
| Date | Task / sample | Beginning: trait or situation with evidence (0 to 3) | Middle: turning point with evidence (0 to 3) | End: changed trait or situation with evidence (0 to 3) | Cause of the change explained (0 to 3) | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row character development 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.