Trace how a theme builds across a story
When to use this goal
For students who can state a theme but cannot show where it begins, grows and is settled in a text. Present levels in written response and the student's instructional reading level, not grade, decide fit. Allow speech-to-text or dictation when handwriting would hide the analysis.
- Baseline
- Score two or three recent written responses about theme with the same rubric before setting the target. Note which row is lowest; many students state a theme well and then pick details that only retell. Keep the text length and level steady across samples.
- Tips
- Use texts with a theme that grows (a character learns something), not texts where the lesson is stated once at the end. Share the rubric with the student before each sample. The second behavior suits classes that already chart character change.
- Limits
- Written analysis also measures writing; if writing is the main barrier, score an oral version with the same rubric. Theme statements are open to interpretation, so score the support for the theme, not agreement with the teacher's answer.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-lit-002.
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Goal
By the annual IEP review date, after reading an instructional-level short story, given a three-box beginning, middle and end organizer, the student will write a theme statement and a quoted detail from the beginning, middle and end that each show the theme growing independently, earning a score of at least 9 out of 12 on a 12-point theme development rubric, on 3 of 4 consecutive biweekly work samples, as measured by a defined scoring rubric 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. 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 Literary Analysis & Author's Craft.
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 - Literary Analysis & Author's Craft
- Baseline
- 4 out of 12 rubric points.
- Annual goal471 characters
- By the annual IEP review date, after reading an instructional-level short story, given a three-box beginning, middle and end organizer, the student will write a theme statement and a quoted detail from the beginning, middle and end that each show the theme growing independently, earning a score of at least 9 out of 12 on a 12-point theme development rubric, on 3 of 4 consecutive biweekly work samples, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After reading an instructional-level short story, given a three-box beginning, middle and end organizer
- Behavior
- The student will write a theme statement and a quoted detail from the beginning, middle and end that each show the theme growing independently
- Criteria
- Earning a score of at least 9 out of 12 on a 12-point theme development rubric, on 3 of 4 consecutive biweekly work samples
- 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 9 out of 12 on a 12-point theme development rubric
- Mastery rule:
- on 3 of 4 consecutive biweekly work samples
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after reading an instructional-level short story, given a three-box beginning, middle and end organizer, the student will write a theme statement and a quoted detail from the beginning, middle and end that each show the theme growing independently, earning a score of at least 9 out of 12 on a 12-point theme development rubric, on 3 of 4 consecutive biweekly work samples, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | states a theme as a full sentence about life (0 to 3) | chooses a fitting detail from each part of the text (0 to 3) | quotes or cites each detail accurately (0 to 3) | explains how each detail moves the theme forward (0 to 3) | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point theme development 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.