Answer a history DBQ with document evidence
When to use this goal
For high school students who can read primary and secondary documents with support but write summaries of each document instead of an answer that uses them. Present levels should show paragraph writing; this goal targets using several documents to answer one historical question.
- Baseline
- Score two document-based responses from class, each row 0 to 3, and note whether the student uses documents as evidence or only retells them. Ask the history teacher which units have document sets so data collection follows the course calendar.
- Tips
- Co-plan with the history teacher so the response is the class assignment, scored once with this rubric. The analysis chart is a strong support; record which support was used each time. Reading load is heavy, so offer text-to-speech when reading is not the target.
- Limits
- Scores depend on content knowledge and reading as well as writing. Document sets differ in difficulty from unit to unit. Monthly data gives only a few points per semester, so keep the samples to show growth.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-034.
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Goal
By the annual IEP review date, given a historical question, three short documents (such as a letter, a map, and a chart), and one class period, the student will write a document-based response that answers the question with a claim, uses evidence from at least two documents, and explains how each piece of evidence supports the claim independently, earning a score of at least 9 out of 12 on a 12-point document-based response rubric, on 3 of 4 consecutive scored responses, 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 4 out of 12 rubric points.
- Annual goal534 characters
- By the annual IEP review date, given a historical question, three short documents (such as a letter, a map, and a chart), and one class period, the student will write a document-based response that answers the question with a claim, uses evidence from at least two documents, and explains how each piece of evidence supports the claim independently, earning a score of at least 9 out of 12 on a 12-point document-based response rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a historical question, three short documents (such as a letter, a map, and a chart), and one class period
- Behavior
- The student will write a document-based response that answers the question with a claim, uses evidence from at least two documents, and explains how each piece of evidence supports the claim independently
- Criteria
- Earning a score of at least 9 out of 12 on a 12-point document-based response rubric, on 3 of 4 consecutive scored responses
- 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 12-point document-based response rubric
- Mastery rule:
- on 3 of 4 consecutive scored responses
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a historical question, three short documents (such as a letter, a map, and a chart), and one class period, the student will write a document-based response that answers the question with a claim, uses evidence from at least two documents, and explains how each piece of evidence supports the claim independently, earning a score of at least 9 out of 12 on a 12-point document-based response rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | States a claim that answers the historical question | Uses accurate evidence from at least two documents | Explains how each piece of evidence supports the claim | Identifies the source or point of view of at least one document | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point document-based response rubric. 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.