SQ3R notes on a textbook section
When to use this goal
For middle and high school students who read textbook sections start to finish without previewing or checking themselves and recall little afterward. Present levels, not grade, decide whether the section is read independently or with text-to-speech.
- Baseline
- Score two sections with the rubric before teaching the routine; many students skip straight to reading. Collect the notes as work samples, and take the review answers orally if writing slows the student down.
- Tips
- Teach one step at a time on a short section, then lengthen it. If a textbook routine checklist is already in place, move to this rubric once the steps happen reliably and the focus shifts to the quality of the questions and answers.
- Limits
- The rubric scores the notes, not long-term recall; add a quiz check if recall matters. Sections without headings need a teacher outline first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-102.
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Goal
By the annual IEP review date, given an assigned science or social studies textbook section with headings, the student will independently complete SQ3R notes for the section: survey the headings and visuals, turn each heading into a question, read to answer it, recite the answer in their own words, and review by answering the questions without looking, earning a score of at least 9 out of 12 on a 12-point SQ3R notes rubric, in 3 of 4 consecutive biweekly samples, as measured by work-sample analysis collected every two weeks.
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. Work-sample analysis 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 goal530 characters
- By the annual IEP review date, given an assigned science or social studies textbook section with headings, the student will independently complete SQ3R notes for the section: survey the headings and visuals, turn each heading into a question, read to answer it, recite the answer in their own words, and review by answering the questions without looking, earning a score of at least 9 out of 12 on a 12-point SQ3R notes rubric, in 3 of 4 consecutive biweekly samples, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given an assigned science or social studies textbook section with headings
- Behavior
- The student will independently complete SQ3R notes for the section: survey the headings and visuals, turn each heading into a question, read to answer it, recite the answer in their own words, and review by answering the questions without looking
- Criteria
- Earning a score of at least 9 out of 12 on a 12-point SQ3R notes rubric, in 3 of 4 consecutive biweekly samples
- Evaluation method
- Work-sample analysis
- 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 9 out of 12 on a 12-point SQ3R notes rubric
- Mastery rule:
- in 3 of 4 consecutive biweekly samples
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given an assigned science or social studies textbook section with headings, the student will independently complete SQ3R notes for the section: survey the headings and visuals, turn each heading into a question, read to answer it, recite the answer in their own words, and review by answering the questions without looking, earning a score of at least 9 out of 12 on a 12-point SQ3R notes rubric, in 3 of 4 consecutive biweekly samples, as measured by work-sample analysis collected every two weeks.
| Date | Task / sample | Survey notes list the headings, bold words, and visuals (0 to 3) | Each heading is turned into a question that fits its section (0 to 3) | Answers are in their own words with a page or paragraph reference (0 to 3) | Review answers given without the text match the notes (0 to 3) | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point SQ3R notes rubric. 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.