Spot weak reasoning in an argument
When to use this goal
For high school students who accept arguments that sound convincing but rely on weak reasoning (one example used for everyone, attacking the person, only two options offered). Present levels decide the text level.
- Baseline
- Count an item correct when the student explains the problem, even without the technical name.
- Tips
- Supports media literacy and civic reading. Use topics from many viewpoints.
- Limits
- Real arguments mix strong and weak reasoning; probes simplify that.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-100.
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Goal
By the annual IEP review date, given 5 short argument passages, each with one example of weak reasoning, the student will identify the weak reasoning and explain in their own words why it does not prove the point independently in at least 4 of 5 opportunities, on 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 5 opportunities.
- Annual goal373 characters
- By the annual IEP review date, given 5 short argument passages, each with one example of weak reasoning, the student will identify the weak reasoning and explain in their own words why it does not prove the point independently in at least 4 of 5 opportunities, on 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 5 short argument passages, each with one example of weak reasoning
- Behavior
- The student will identify the weak reasoning and explain in their own words why it does not prove the point independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive biweekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 5 short argument passages, each with one example of weak reasoning, the student will identify the weak reasoning and explain in their own words why it does not prove the point independently in at least 4 of 5 opportunities, on 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.