Respond in writing to a primary source
When to use this goal
For middle school students who can read a primary source with support but write only a summary of what it says. Present levels should show sentence and paragraph writing; the goal targets questioning the source in writing (who, when, why, what it shows).
- Baseline
- Score two responses to primary sources from class, each row 0 to 3. Note whether the student identifies the source but cannot explain it, or explains it without sourcing. Photographs and posters reduce reading load if reading is the barrier.
- Tips
- Primary sources are short, so this fits into weekly social studies work. Choose sources from the class unit so the student has background knowledge. Responses can be dictated or typed when transcription is not the target.
- Limits
- Background knowledge affects the purpose and meaning rows. Sources vary in difficulty. The rubric does not score conventions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-054.
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Goal
By the annual IEP review date, given a short primary source (such as a letter, photograph, poster, or speech excerpt) from a current social studies unit, the student will write a response that names who created the source and when, gives a likely reason it was created, and explains what it shows about the time period independently, earning a score of at least 8 out of 12 on a 12-point primary source response rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 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
- 3 out of 12 rubric points.
- Annual goal526 characters
- By the annual IEP review date, given a short primary source (such as a letter, photograph, poster, or speech excerpt) from a current social studies unit, the student will write a response that names who created the source and when, gives a likely reason it was created, and explains what it shows about the time period independently, earning a score of at least 8 out of 12 on a 12-point primary source response rubric, 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 a short primary source (such as a letter, photograph, poster, or speech excerpt) from a current social studies unit
- Behavior
- The student will write a response that names who created the source and when, gives a likely reason it was created, and explains what it shows about the time period independently
- Criteria
- Earning a score of at least 8 out of 12 on a 12-point primary source response rubric, 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 8 out of 12 on a 12-point primary source response rubric
- 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 a short primary source (such as a letter, photograph, poster, or speech excerpt) from a current social studies unit, the student will write a response that names who created the source and when, gives a likely reason it was created, and explains what it shows about the time period independently, earning a score of at least 8 out of 12 on a 12-point primary source response rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names the creator and date or time period | Gives a likely purpose for the source with a reason | Explains what the source shows about the time period | Supports statements with details from the source | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point primary source 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.