Contextualize and corroborate a primary source
When to use this goal
For high school students who can source a document (who, when, why) but do not connect it to its time or check it against other sources. Present levels decide the text level; documents can be adapted.
- Baseline
- Provide background knowledge in a short note if the unit has not covered it, so the goal tests reading, not memory.
- Tips
- Follows the middle school sourcing template. Coordinate with the history teacher.
- Limits
- Background knowledge strongly affects scores.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-083.
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Goal
By the annual IEP review date, given two short primary sources from the same historical event at the student's instructional level, the student will explain what was happening at the time the source was made and whether the second source agrees with it, with evidence independently, earning a score of at least 6 out of 9 on a 3-row historical reading rubric scored 0 to 3 per row, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 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 Reading Comprehension.
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
- Reading - Reading Comprehension
- Baseline
- 2 out of 9 rubric points.
- Annual goal488 characters
- By the annual IEP review date, given two short primary sources from the same historical event at the student's instructional level, the student will explain what was happening at the time the source was made and whether the second source agrees with it, with evidence independently, earning a score of at least 6 out of 9 on a 3-row historical reading rubric scored 0 to 3 per row, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given two short primary sources from the same historical event at the student's instructional level
- Behavior
- The student will explain what was happening at the time the source was made and whether the second source agrees with it, with evidence independently
- Criteria
- Earning a score of at least 6 out of 9 on a 3-row historical reading rubric scored 0 to 3 per row, on 3 of 4 consecutive scored responses
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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 6 out of 9 on a 3-row historical reading rubric scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 consecutive scored responses
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given two short primary sources from the same historical event at the student's instructional level, the student will explain what was happening at the time the source was made and whether the second source agrees with it, with evidence independently, earning a score of at least 6 out of 9 on a 3-row historical reading rubric scored 0 to 3 per row, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Context: explains relevant events of the time (0 to 3) | Corroboration: compares the two sources' accounts (0 to 3) | Evidence: cites specific parts of both sources (0 to 3) | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row historical reading 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.