Argue a civic issue in a letter
When to use this goal
For high school students in civics or government who can state an opinion but write it as a complaint with no evidence or request. Present levels should show organized paragraph writing; the target is persuasive writing for a real public audience.
- Baseline
- Score one opinion piece or letter written for class, each row 0 to 3. Note whether facts are present and whether the student asks for anything specific. Most baseline letters state a position without a request.
- Tips
- Let the student choose the issue; real interest produces stronger letters. Send the letter if the student wants to, and share any reply. This goal fits civics, government, and transition planning around self-advocacy in the community.
- Limits
- Issues differ in how much information is available. Only a few letters can be written per semester. The rubric does not score conventions; editing matters for real letters, so pair with an editing step.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-056.
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Goal
By the annual IEP review date, given a local or school issue the student chooses, two short sources about it, and three class periods, the student will write a letter to a public official or school leader that states the issue, takes a position, supports it with at least two facts from the sources, and makes a specific request independently, earning a score of at least 10 out of 12 on a 12-point civic letter rubric, on 2 consecutive scored letters, 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 goal511 characters
- By the annual IEP review date, given a local or school issue the student chooses, two short sources about it, and three class periods, the student will write a letter to a public official or school leader that states the issue, takes a position, supports it with at least two facts from the sources, and makes a specific request independently, earning a score of at least 10 out of 12 on a 12-point civic letter rubric, on 2 consecutive scored letters, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a local or school issue the student chooses, two short sources about it, and three class periods
- Behavior
- The student will write a letter to a public official or school leader that states the issue, takes a position, supports it with at least two facts from the sources, and makes a specific request independently
- Criteria
- Earning a score of at least 10 out of 12 on a 12-point civic letter rubric, on 2 consecutive scored letters
- 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 10 out of 12 on a 12-point civic letter rubric
- Mastery rule:
- on 2 consecutive scored letters
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a local or school issue the student chooses, two short sources about it, and three class periods, the student will write a letter to a public official or school leader that states the issue, takes a position, supports it with at least two facts from the sources, and makes a specific request independently, earning a score of at least 10 out of 12 on a 12-point civic letter rubric, on 2 consecutive scored letters, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | States the issue clearly for a reader who may not know it | Takes a position | Supports the position with at least two facts from the sources | Makes a specific, respectful request and closes the letter | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point civic letter 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.