Building upon the work of Zieffler, Garfield, DelMas and Reading (2008) and others, we developed a framework for assessing informal inferential tasks in middle school mathematics textbooks. The framework both embodies the key recommendations for developing informal inferential reasoning and captures common trimming attributes, which lower the cognitive demand and opportunities to learn. Researchers believe that introducing inferential reasoning informally will assist students later in developing argumentation structures necessary for understanding formal methods (Wild & Pfannkuch, 1999). Inferential reasoning has long been a key learning goal of statistics education and provides access to viewing knowledge of core statistical concepts and reasoning about data distributions. Tools are needed to assess the fidelity of tasks in alignment with both national and research-based recommendations. [For the complete proceedings, see ED583989.]