EdPlan ELA Goals Reference
Special Education Compliance & IEP Formulation
EdPlan IEP Goals & Objectives
Target Grade Band: 6th–8th Grade ELA | Aligned to State Standards & PLAAFP
Syntax Format EdPlan Standard Form
EdPlan Formula Component Key
1. Condition Given [context, tools, text level]
2. Student [Student Name / Learner]
3. Targeted Skill will [observable ELA behavior]
4. Criteria to this extent [% accuracy over trials]
Present Level Baseline Crosswalk (Literature / Fiction)
Identified Area of Growth: In literary texts, student experiences significant difficulty sequencing and identifying key plot elements (exposition, rising action, climax, resolution) and inferring the underlying universal theme from character actions and conflict resolution.
Goal 1
Reading Literature: Fiction Plot Elements & Theme
CCSS.ELA: RL.7.2, RL.7.3
Annual IEP Goal (EdPlan Format)
{Given grade-level literary narrative passages (up to 750 words) and a visual plot/theme graphic organizer, [Student] will do identify the key plot elements (exposition, rising action, climax, falling action, resolution) and determine the central theme with supporting text evidence, to this extent with at least 80% accuracy across 4 out of 5 consecutive literary passage probes.}
Objective 1.1: Plot Elements Identification & Sequencing Std: RL.7.3
{Given a grade-level fictional passage and a 5-stage plot mountain graphic organizer, [Student] will do correctly identify and label the exposition, inciting incident, rising action, climax, and resolution, to this extent with at least 80% accuracy across 3 consecutive reading assessment probes.}
Objective 1.2: Determining Theme with Textual Evidence Std: RL.7.2
{Given a completed plot organizer and a grade-level narrative text, [Student] will do state the overarching theme in a complete sentence and cite at least two specific pieces of text evidence illustrating how character actions reveal the theme, to this extent with at least 80% accuracy across 3 consecutive reading assessment probes.}
Progress Monitoring: Bi-weekly fiction comprehension probes (scored: plot elements 5 pts, theme & evidence 5 pts). Page 1 of 3
Special Education Compliance & IEP Formulation
Informational Reading: Central Idea
Non-Fiction Comprehension, Main Idea Distinctions & Supporting Evidence
Domain Reading Informational
Present Level Baseline Crosswalk (Informational Text)
Identified Area of Growth: In non-fiction articles and informational passages, student frequently confuses an isolated interesting fact or minor topic detail with the text's primary central idea, and struggles to identify how supporting details directly substantiate the author's main point.
Goal 2
Reading Informational: Central Idea & Supporting Details
CCSS.ELA: RI.7.2
Annual IEP Goal (EdPlan Format)
{Given unfamiliar grade-level non-fiction texts (science/social studies articles up to 750 words) and a central idea tracking frame, [Student] will do determine the central idea of the text and distinguish it from supporting details by citing 2 key evidentiary statements that support the author's primary claim, to this extent with at least 80% accuracy across 4 out of 5 consecutive non-fiction reading probes.}
Objective 2.1: Determining the Primary Central Idea Std: RI.7.2
{Given a multi-paragraph grade-level informational passage and a 4-option central idea selection prompt, [Student] will do accurately identify the overarching central idea without mistaking minor factual details for the primary message, to this extent with at least 80% accuracy across 3 consecutive non-fiction passage probes.}
Objective 2.2: Isolating Supporting Details & Text Evidence Std: RI.7.1, RI.7.2
{Given an identified central idea statement and a grade-level non-fiction passage, [Student] will do highlight and extract two directly supporting factual details that explain or prove the central idea, to this extent with at least 80% accuracy across 3 consecutive non-fiction passage probes.}
Non-Fiction Probe Scoring Methodology
Probe Design
Short informational article (450–600 words) with 5 targeted comprehension items: 2 central idea, 3 supporting details.
Scoring Standard
1 point per correct identification. 4 out of 5 items correct = 80%. Evaluated every two weeks.
Criterion Threshold
80% accuracy sustained over 4 of 5 consecutive probes demonstrates informational reading proficiency.
Evaluation Schedule: Bi-weekly non-fiction curriculum-based measurement probes; progress reported quarterly. Page 2 of 3
Special Education Compliance & IEP Formulation
Written Expression: Argument Claim Sentence
Restating & Answering Prompts, Defensible Claims & Rubric Evaluation
Domain Writing (Claim / Thesis)
Present Level Baseline Crosswalk (Written Expression)
Identified Area of Growth: In response to argumentative or text-based prompts, student writes fragmented statements that fail to restate the prompt keywords, omits a clear answer/stance, and lacks a defensible claim sentence.
Goal 3
Written Expression: Strong Argument Claim Construction
CCSS.ELA: W.7.1.a, WHST.6-8.1.a
Annual IEP Goal (EdPlan Format)
{Given a text-based prompt or persuasive writing question and a claim sentence stem, [Student] will do write a complete argument sentence that fully restates the prompt, states a clear claim/stance, and previews a supporting reason, to this extent scoring at least 80% accuracy on an argument claim rubric across 4 out of 5 consecutive writing probes.}
Objective 3.1: Restating Prompt & Composing Defensible Claim with Reason Std: W.7.1.a, W.7.1.b
{Given an argumentative prompt and a claim organizer (Restate Prompt + Answer/Stance + Reason Link), [Student] will do compose a complete argument sentence that restates prompt keywords, establishes a definitive claim, and previews supporting evidence using a conjunction (e.g., 'because' or 'due to'), to this extent scoring at least 80% (4/5 pts) on an argument sentence rubric across 3 consecutive writing probes.}
Instructional Scaffold: The 3-Part Claim Architecture Teaching Model
Part 1: Restate Prompt
Turn question into statement keywords: "School uniforms should be required..."
Part 2: Defensible Claim
Take a clear, non-negotiable stance: "...in all middle schools..."
Part 3: Reason Preview
Connect justification clause: "...because they reduce social pressure."
Argument Claim Sentence 5-Point Rubric (Goal 3)
1. Restates Prompt (1 pt)
Incorporate prompt vocabulary and context smoothly.
2. Clear Stance (2 pts)
Definitive, arguable thesis answering the central prompt.
3. Reason Link (1 pt)
Subordinate clause previews evidence ('because', 'due to').
4. Syntax/Mech (1 pt)
Capital letter, complete clause, terminal punctuation.
Evaluation Schedule: Weekly writing prompt probes; progress reported quarterly (4/5 pts = 80% accuracy). Page 3 of 3
