Explain a story character's point of view
When to use this goal
For students who can name a character's emotion but not explain why the character sees things that way. Present levels decide fit. A short rubric captures the parts of a full explanation.
- Baseline
- Score two explanations from different stories on the rubric. Note which row is weakest; wants and thoughts are often harder than emotions.
- Tips
- Accept spoken, written, drawn, or device answers. Two characters with different views make the best stories for this goal.
- Limits
- Story characters are easier than real people. Rubric scores depend on the story; pick ones of similar difficulty. Not a reading comprehension goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-013.
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Goal
By the annual IEP review date, after a read-aloud or short video at the student's listening level, when asked to explain one character's view of a problem, the student will explain the character's point of view by naming the emotion, what the character wants, and a clue from the story independently, earning a score of at least 5 out of 6 on a 3-row point-of-view rubric scored 0 to 2 per row, in 3 of 4 biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 6 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 Social Awareness & Perspective Taking.
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
- Social-Emotional & Communication - Social Awareness & Perspective Taking
- Baseline
- 2 out of 6 rubric points.
- Annual goal488 characters
- By the annual IEP review date, after a read-aloud or short video at the student's listening level, when asked to explain one character's view of a problem, the student will explain the character's point of view by naming the emotion, what the character wants, and a clue from the story independently, earning a score of at least 5 out of 6 on a 3-row point-of-view rubric scored 0 to 2 per row, in 3 of 4 biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After a read-aloud or short video at the student's listening level, when asked to explain one character's view of a problem
- Behavior
- The student will explain the character's point of view by naming the emotion, what the character wants, and a clue from the story independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row point-of-view rubric scored 0 to 2 per row, in 3 of 4 biweekly probes
- 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 5 out of 6 on a 3-row point-of-view rubric scored 0 to 2 per row
- Mastery rule:
- in 3 of 4 biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after a read-aloud or short video at the student's listening level, when asked to explain one character's view of a problem, the student will explain the character's point of view by naming the emotion, what the character wants, and a clue from the story independently, earning a score of at least 5 out of 6 on a 3-row point-of-view rubric scored 0 to 2 per row, in 3 of 4 biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names a fitting emotion | Names what the character wants or thinks | Gives a clue from the words, pictures, or events | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row point-of-view rubric scored 0 to 2 per row. 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.