Weigh a character's competing motives
When to use this goal
For high school students who give one simple motive for complex characters who are pulled two ways (loyalty and ambition, fear and duty). Present levels in analytical reading and writing, not grade, decide fit.
- Baseline
- Score two recent character responses with the rubric. Look at whether the student finds a second motive at all; if not, start with the chart version.
- Tips
- Classic and modern texts both offer good scenes. Use the same rubric for oral responses when the student records an answer instead of writing.
- Limits
- Text difficulty affects scores. The goal measures one scene, not an essay on the character's arc.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-lit-014.
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Goal
By the annual IEP review date, after reading a class novel or play, given a scene where a character faces a hard choice, the student will write a paragraph that names two motives pulling on the character, supports each with a quote, and explains which wins and why independently, earning a score of at least 9 out of 12 on a 12-point complex character rubric, on 3 of 4 consecutive monthly work samples, as measured by a defined scoring rubric collected monthly.
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 goal462 characters
- By the annual IEP review date, after reading a class novel or play, given a scene where a character faces a hard choice, the student will write a paragraph that names two motives pulling on the character, supports each with a quote, and explains which wins and why independently, earning a score of at least 9 out of 12 on a 12-point complex character rubric, on 3 of 4 consecutive monthly work samples, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- After reading a class novel or play, given a scene where a character faces a hard choice
- Behavior
- The student will write a paragraph that names two motives pulling on the character, supports each with a quote, and explains which wins and why independently
- Criteria
- Earning a score of at least 9 out of 12 on a 12-point complex character rubric, on 3 of 4 consecutive monthly work samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
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 complex character rubric
- Mastery rule:
- on 3 of 4 consecutive monthly work samples
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after reading a class novel or play, given a scene where a character faces a hard choice, the student will write a paragraph that names two motives pulling on the character, supports each with a quote, and explains which wins and why independently, earning a score of at least 9 out of 12 on a 12-point complex character rubric, on 3 of 4 consecutive monthly work samples, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | names two motives that fit the text (0 to 3) | supports each motive with quoted evidence (0 to 3) | explains which motive wins and why (0 to 3) | connects the conflict to the larger story (0 to 3) | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point complex character 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.