Write a response to a story naming the character, setting, and a key event
When to use this goal
For students who can retell a story orally but write one word or an unrelated sentence when asked to write about it. Check listening comprehension first; if the student cannot retell orally, the barrier is comprehension rather than writing.
- Baseline
- Score three responses to stories of similar length with clear characters and settings, each row scored 0 to 2. Ask the student to retell the story orally afterward; a strong oral retell with a weak written response confirms that writing, not comprehension, is the target.
- Tips
- Choose stories with one clear main character and an obvious setting. The response frame (This story is about... It happened... One important thing was...) is a strong support; plan to fade it if the goal is written as independent. Accept invented spelling.
- Limits
- Scores combine comprehension and writing even when the story is read aloud. Stories with several characters or settings make scoring ambiguous, so agree on the expected answers before scoring. The rubric does not score sentence quality or conventions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-012.
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Goal
By the annual IEP review date, after listening to a story read aloud, the student will write a response that names the main character, the setting, and one important event from the story independently, earning a score of at least 5 out of 6 on a 6-point story response rubric, on 3 of 4 consecutive scored responses, 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 2 out of 6 rubric points.
- Annual goal383 characters
- By the annual IEP review date, after listening to a story read aloud, the student will write a response that names the main character, the setting, and one important event from the story independently, earning a score of at least 5 out of 6 on a 6-point story response rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to a story read aloud
- Behavior
- The student will write a response that names the main character, the setting, and one important event from the story independently
- Criteria
- Earning a score of at least 5 out of 6 on a 6-point story response rubric, on 3 of 4 consecutive scored responses
- 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 6-point story response rubric
- Mastery rule:
- on 3 of 4 consecutive scored responses
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after listening to a story read aloud, the student will write a response that names the main character, the setting, and one important event from the story independently, earning a score of at least 5 out of 6 on a 6-point story response rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names the main character | Names or describes the setting | Describes one important event accurately | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 6-point story response 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.