Describe a character using traits and evidence from the story
When to use this goal
For students who describe characters only by appearance or with one word ("nice") and cannot back up a trait with what the character did, which reading and writing assignments ask for from grade 3 on. Base the choice on class work samples.
- Baseline
- After three short stories, ask the student to describe the main character and record whether they give a trait, evidence, both, or appearance only. Check that the student has trait vocabulary (brave, careless, generous); if not, teach it first with the word bank.
- Tips
- Each character description is one item; score correct when the trait fits and the evidence is an event or quote from the story that supports it. Appearance words (tall, blue hair) are not traits. Accept any mode. Rotate stories and characters so answers are not memorized.
- Limits
- Trait vocabulary limits performance; a student may understand the character but lack the word. Stories with flat characters give little evidence; choose texts with clear actions. The goal does not measure inferencing beyond traits.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-020.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after listening to or reading an unfamiliar short story with a main character whose actions show a trait, the student will name a character trait and give one thing the character did or said that shows it independently with at least 80% accuracy on character descriptions, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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. Opportunity (trial) recording 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 Narrative Language & Retelling.
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
- Speech & Language - Narrative Language & Retelling
- Baseline
- 30% accuracy.
- Annual goal404 characters
- By the annual IEP review date, after listening to or reading an unfamiliar short story with a main character whose actions show a trait, the student will name a character trait and give one thing the character did or said that shows it independently with at least 80% accuracy on character descriptions, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to or reading an unfamiliar short story with a main character whose actions show a trait
- Behavior
- The student will name a character trait and give one thing the character did or said that shows it independently
- Criteria
- With at least 80% accuracy on character descriptions, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 80% accuracy on character descriptions
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after listening to or reading an unfamiliar short story with a main character whose actions show a trait, the student will name a character trait and give one thing the character did or said that shows it independently with at least 80% accuracy on character descriptions, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| 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.