Explain what drives a character's choice
When to use this goal
For students who can say what a character did but not the want, fear or pressure behind it. Present levels in inference and written response, not grade, decide fit. Use texts where motives are shown through actions and dialogue rather than stated.
- Baseline
- Score two recent responses about why characters act. Note whether the student names a feeling only (she was mad) rather than a goal. Use texts at the instructional level so reading does not cap the score.
- Tips
- The recorded version suits students whose writing is much weaker than their thinking. Choose decisions with a real motive behind them, not random events.
- Limits
- Motive is an inference; accept any motive the text supports. The goal does not cover how motives change across a whole novel.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-lit-013.
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Goal
By the annual IEP review date, after reading an instructional-level short story, given a key decision a character makes, the student will write an explanation of the character's motive for the choice, with two text clues and what the character hoped would happen independently, earning a score of at least 7 out of 9 on a 9-point character motivation rubric, on 3 of 4 consecutive biweekly work samples, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 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 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
- 3 out of 9 rubric points.
- Annual goal470 characters
- By the annual IEP review date, after reading an instructional-level short story, given a key decision a character makes, the student will write an explanation of the character's motive for the choice, with two text clues and what the character hoped would happen independently, earning a score of at least 7 out of 9 on a 9-point character motivation 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 key decision a character makes
- Behavior
- The student will write an explanation of the character's motive for the choice, with two text clues and what the character hoped would happen independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point character motivation 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 7 out of 9 on a 9-point character motivation 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 key decision a character makes, the student will write an explanation of the character's motive for the choice, with two text clues and what the character hoped would happen independently, earning a score of at least 7 out of 9 on a 9-point character motivation 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 motive that fits the text (0 to 3) | gives text clues that support the motive (0 to 3) | links the motive to what the character hoped would happen (0 to 3) | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point character motivation 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.