Write a document-based paragraph with evidence
When to use this goal
For students who can answer questions about single documents but cannot pull evidence from several into one written answer. Present levels on sourcing and on paragraph writing decide fit.
- Baseline
- Score two paragraphs written in class. Note whether the student uses only one document; that is the most common gap and the second row shows it.
- Tips
- Coordinate with the history teacher so the student works on the class's own document questions. Three short documents keep the reading load fair. This is the paragraph-level step toward full DBQ essays.
- Limits
- Monthly scoring gives few points; collect class paragraphs in between. Writing skill and history knowledge both affect the score.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-ss-023.
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Goal
By the annual IEP review date, given a historical question, 3 short documents and a planning organizer, the student will write a paragraph with a claim that answers the question, evidence cited from at least two documents, and a sentence that explains how the evidence supports the claim independently, earning a score of at least 9 out of 12 on a 4-row document-based paragraph rubric scored 0 to 3 per row, on 3 of 4 consecutive scored paragraphs, 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 Social Studies Skills.
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
- Science, Social Studies & Digital Literacy - Social Studies Skills
- Baseline
- 4 out of 12 rubric points.
- Annual goal508 characters
- By the annual IEP review date, given a historical question, 3 short documents and a planning organizer, the student will write a paragraph with a claim that answers the question, evidence cited from at least two documents, and a sentence that explains how the evidence supports the claim independently, earning a score of at least 9 out of 12 on a 4-row document-based paragraph rubric scored 0 to 3 per row, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a historical question, 3 short documents and a planning organizer
- Behavior
- The student will write a paragraph with a claim that answers the question, evidence cited from at least two documents, and a sentence that explains how the evidence supports the claim independently
- Criteria
- Earning a score of at least 9 out of 12 on a 4-row document-based paragraph rubric scored 0 to 3 per row, on 3 of 4 consecutive scored paragraphs
- 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 9 out of 12 on a 4-row document-based paragraph rubric scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 consecutive scored paragraphs
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a historical question, 3 short documents and a planning organizer, the student will write a paragraph with a claim that answers the question, evidence cited from at least two documents, and a sentence that explains how the evidence supports the claim independently, earning a score of at least 9 out of 12 on a 4-row document-based paragraph rubric scored 0 to 3 per row, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Claim answers the question | Evidence comes from at least two documents | Documents are cited by name or letter | Explanation links evidence to the claim | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row document-based paragraph rubric scored 0 to 3 per row. 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.