Summarize a story with somebody, wanted, but, so
When to use this goal
For students whose written summaries of fiction retell every event or only the ending. Present levels should show the student can retell orally with prompts; the target is a short written summary built on the character's goal, the problem, and the outcome.
- Baseline
- Collect five summaries and check each for the five parts. A summary meets the goal only with all five parts and no more than five sentences. Note whether summaries are too long (retelling) or missing parts.
- Tips
- The somebody, wanted, but, so, then frame is easy to remember and fade. Use stories the class is reading. Accept typed or dictated summaries when writing is not the barrier.
- Limits
- Comprehension affects the summary; a wrong problem is a reading issue. The frame fits stories with one clear goal; complex plots need a different approach. Five items per cycle give coarse data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-070.
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Goal
By the annual IEP review date, after reading or listening to a short story or chapter at the student's instructional level, the student will write a summary of three to five sentences that names the main character, what the character wanted, the problem, what the character did, and how it ended independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 0 of 5 opportunities.
- 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. Opportunities 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 opportunities 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
- 0 of 5 opportunities.
- Annual goal444 characters
- By the annual IEP review date, after reading or listening to a short story or chapter at the student's instructional level, the student will write a summary of three to five sentences that names the main character, what the character wanted, the problem, what the character did, and how it ended independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After reading or listening to a short story or chapter at the student's instructional level
- Behavior
- The student will write a summary of three to five sentences that names the main character, what the character wanted, the problem, what the character did, and how it ended independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after reading or listening to a short story or chapter at the student's instructional level, the student will write a summary of three to five sentences that names the main character, what the character wanted, the problem, what the character did, and how it ended independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.