Write a claim, evidence and reasoning response
When to use this goal
For students who can solve grade-level problems but score low on extended-response items because they give an answer with no support. Present levels in written expression and in multi-step problems decide the format.
- Baseline
- Score two practice items and check agreement with a second scorer. The reasoning row is usually lowest.
- Tips
- Links to the same structure used in science and writing classes. Use speech-to-text when writing is a barrier and math is the target.
- Limits
- Rubric scores depend on item difficulty; use items of similar demand.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-041.
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Goal
By the annual IEP review date, given an extended-response math item that asks the student to decide and justify, such as which plan costs less, the student will write a claim, show the calculations as evidence, and write a reason that connects them independently, earning a score of at least 7 out of 9 on a 3-row claim-evidence-reasoning math rubric (0 to 3 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected monthly.
Baseline: 3 out of 9 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 Math Problem Solving.
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
- Math - Math Problem Solving
- Baseline
- 3 out of 9 rubric points.
- Annual goal472 characters
- By the annual IEP review date, given an extended-response math item that asks the student to decide and justify, such as which plan costs less, the student will write a claim, show the calculations as evidence, and write a reason that connects them independently, earning a score of at least 7 out of 9 on a 3-row claim-evidence-reasoning math rubric (0 to 3 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an extended-response math item that asks the student to decide and justify, such as which plan costs less
- Behavior
- The student will write a claim, show the calculations as evidence, and write a reason that connects them independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row claim-evidence-reasoning math rubric (0 to 3 points per row), on 3 of 4 consecutive scored samples
- 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 7 out of 9 on a 3-row claim-evidence-reasoning math rubric (0 to 3 points per row)
- Mastery rule:
- on 3 of 4 consecutive scored samples
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given an extended-response math item that asks the student to decide and justify, such as which plan costs less, the student will write a claim, show the calculations as evidence, and write a reason that connects them independently, earning a score of at least 7 out of 9 on a 3-row claim-evidence-reasoning math rubric (0 to 3 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Claim: states a clear answer to the question | Evidence: shows correct calculations or data that support the claim | Reasoning: explains how the evidence supports the claim using math words | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row claim-evidence-reasoning math rubric (0 to 3 points 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.