Write a summary paragraph of an informational text
Live goal preview
By the annual IEP review date, after reading an informational text of 300 to 500 words at the student's instructional level, the student will write a summary paragraph that states the main idea and the key supporting details in the student's own words independently, earning a score of at least 6 out of 8 on an 8-point summary paragraph rubric, on 3 of 4 consecutive scored summaries, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 8 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Rubric score is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Rubric scoring can produce rubric score data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Paragraph Organization.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- Fits students who retell everything they read, copy sentences from the text, or miss the main idea when summarizing in writing. Consider reading and writing present levels together; grade alone does not decide fit. Reading the text aloud separates the writing task from decoding.
- Baseline considerations
- Score three summaries of texts with a clear main idea and similar length and difficulty, each row scored 0–2. Note whether the main idea was missed (comprehension) or found but not organized (writing).
- Usage notes
- Choose texts with an identifiable main idea and a few important details. Agree in advance on the main idea and key details for each text so scoring is consistent. The paragraph can be handwritten, typed, or dictated.
- Known limitations
- Summary scores reflect comprehension as well as paragraph organization. Text difficulty and structure strongly affect scores. The rubric does not score conventions.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
wr-par-006.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Rubric tracker. Your goal is a rubric score, so the sheet scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 6 out of 8 on an 8-point summary paragraph rubric
- Mastery rule:
- on 3 of 4 consecutive scored summaries
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after reading an informational text of 300 to 500 words at the student's instructional level, the student will write a summary paragraph that states the main idea and the key supporting details in the student's own words independently, earning a score of at least 6 out of 8 on an 8-point summary paragraph rubric, on 3 of 4 consecutive scored summaries, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Opening sentence states the main idea of the text | Includes the two or three most important supporting details | Uses the student's own words rather than copied sentences | Leaves out minor details and personal opinions | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with an 8-point summary paragraph 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.