Find structure parts in poems and plays
When to use this goal
For students who read a play like a story and a poem like a paragraph, missing stage directions, speakers, stanzas and line breaks. Present levels, not grade, decide fit. Useful before a drama or poetry unit in a co-taught class.
- Baseline
- Give one play probe and one poem probe; scores often differ a lot. Note which parts are missed and whether the student reads stage directions aloud as dialogue.
- Tips
- The second behavior, explaining what a stage direction or line break tells the reader, is the stronger annual goal for many students. Use the class drama or poetry text when possible.
- Limits
- Locating parts is a first step and does not show interpretation. Free verse and modern drama may lack some features; choose texts that have them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-lit-012.
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Goal
By the annual IEP review date, given a one-page scene from a play and 10 questions about its parts, the student will answer each question by locating the named part (cast list, stage direction, speaker, scene, stanza, line, rhyme or refrain) and marking it on the page independently with at least 85% accuracy on structure questions, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 40% accuracy.
- Annual goal435 characters
- By the annual IEP review date, given a one-page scene from a play and 10 questions about its parts, the student will answer each question by locating the named part (cast list, stage direction, speaker, scene, stanza, line, rhyme or refrain) and marking it on the page independently with at least 85% accuracy on structure questions, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a one-page scene from a play and 10 questions about its parts
- Behavior
- The student will answer each question by locating the named part (cast list, stage direction, speaker, scene, stanza, line, rhyme or refrain) and marking it on the page independently
- Criteria
- With at least 85% accuracy on structure questions, on 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on structure questions
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a one-page scene from a play and 10 questions about its parts, the student will answer each question by locating the named part (cast list, stage direction, speaker, scene, stanza, line, rhyme or refrain) and marking it on the page independently with at least 85% accuracy on structure questions, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.