Draft a story from a story map
When to use this goal
For students who can tell a short story but write stories that wander, with no clear problem or solution. Present levels should show the student can write a paragraph; the goal ties story grammar planning to the draft.
- Baseline
- Score two stories written with no story map, each row 0 to 3, leaving the plan row blank. Then score one story with the map. The difference shows how much the plan helps and which elements the student leaves out.
- Tips
- Teach the story map with familiar stories first, then for the student's own writing. Students can draw in the map boxes before writing words. The plan row matters: it checks that the student uses the plan, not just fills it in.
- Limits
- Story grammar scoring does not capture voice, description, or dialogue. Picture prompts and open prompts lead to different stories. Scorers should practice on a few samples together.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-064.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a narrative prompt, a story map with boxes for characters, setting, problem, events, and solution, and two writing sessions, the student will fill in a story map and write a story that follows it, with characters, a setting, a problem, at least two events, and a solution independently, earning a score of at least 11 out of 15 on a 15-point story grammar writing rubric, on 3 of 4 consecutive scored stories, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 15 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
- 4 out of 15 rubric points.
- Annual goal513 characters
- By the annual IEP review date, given a narrative prompt, a story map with boxes for characters, setting, problem, events, and solution, and two writing sessions, the student will fill in a story map and write a story that follows it, with characters, a setting, a problem, at least two events, and a solution independently, earning a score of at least 11 out of 15 on a 15-point story grammar writing rubric, on 3 of 4 consecutive scored stories, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a narrative prompt, a story map with boxes for characters, setting, problem, events, and solution, and two writing sessions
- Behavior
- The student will fill in a story map and write a story that follows it, with characters, a setting, a problem, at least two events, and a solution independently
- Criteria
- Earning a score of at least 11 out of 15 on a 15-point story grammar writing rubric, on 3 of 4 consecutive scored stories
- 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 11 out of 15 on a 15-point story grammar writing rubric
- Mastery rule:
- on 3 of 4 consecutive scored stories
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a narrative prompt, a story map with boxes for characters, setting, problem, events, and solution, and two writing sessions, the student will fill in a story map and write a story that follows it, with characters, a setting, a problem, at least two events, and a solution independently, earning a score of at least 11 out of 15 on a 15-point story grammar writing rubric, on 3 of 4 consecutive scored stories, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Introduces characters and a setting | States a clear problem | Tells at least two events that follow from the problem | Solves the problem | Draft matches the story map plan | Total (of 15) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 15-point story grammar writing 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.