Separate summary and response in an essay
When to use this goal
For high school students who mix summary and opinion in every sentence when asked to summarize and respond to an article, so neither part is clear. Present levels should show summary paragraphs and opinion paragraphs written separately.
- Baseline
- Score one or two summary-response pieces, each row 0 to 3. Highlight opinion words in the summary section; their number is a quick indicator of how mixed the parts are.
- Tips
- Summary-response essays are common in high school and first-year college courses. Teach summary verbs explicitly. Choose articles with a clear argument the student can respond to.
- Limits
- Comprehension of the article affects the summary rows. Monthly essays give few data points. Conventions are not scored.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-054.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a short nonfiction article and a summary-response prompt with two class periods, the student will write an essay with a summary paragraph that states the article's main point and key support in neutral language, followed by response paragraphs that state and support the student's own view independently, earning a score of at least 10 out of 12 on a 12-point summary-response rubric, on 2 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
Baseline: 4 out of 12 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 Paragraph Organization.
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 - Paragraph Organization
- Baseline
- 4 out of 12 rubric points.
- Annual goal512 characters
- By the annual IEP review date, given a short nonfiction article and a summary-response prompt with two class periods, the student will write an essay with a summary paragraph that states the article's main point and key support in neutral language, followed by response paragraphs that state and support the student's own view independently, earning a score of at least 10 out of 12 on a 12-point summary-response rubric, on 2 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a short nonfiction article and a summary-response prompt with two class periods
- Behavior
- The student will write an essay with a summary paragraph that states the article's main point and key support in neutral language, followed by response paragraphs that state and support the student's own view independently
- Criteria
- Earning a score of at least 10 out of 12 on a 12-point summary-response rubric, on 2 consecutive scored essays
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
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 10 out of 12 on a 12-point summary-response rubric
- Mastery rule:
- on 2 consecutive scored essays
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a short nonfiction article and a summary-response prompt with two class periods, the student will write an essay with a summary paragraph that states the article's main point and key support in neutral language, followed by response paragraphs that state and support the student's own view independently, earning a score of at least 10 out of 12 on a 12-point summary-response rubric, on 2 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Summary states the main point and key support accurately | Summary uses neutral language with no opinion | Response states a clear view of the article | Response supports the view with reasons or examples | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point summary-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.