Write an if-then-because prediction
When to use this goal
For upper elementary students who guess an outcome but give no reason, or whose prediction does not match the question being tested. Present levels in writing one complete sentence decide fit.
- Baseline
- Score three predictions from recent labs. Separate the reason row from the other two: many students can state a result but give circular reasons (because it will).
- Tips
- A wrong prediction scores as well as a right one; the rubric rates the thinking, not the outcome. Speech-to-text keeps writing from blocking the science. Return to the prediction after the lab with the compare template (ca-sci-019).
- Limits
- The frame guides the structure, so scores may drop when it is removed; plan that step deliberately. The rubric does not judge whether the reason is scientifically correct.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-012.
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Goal
By the annual IEP review date, before a science investigation, given the investigation question and a prediction frame (if, then, because), the student will write a prediction that names the change being tested, the expected result and a reason based on something they have seen or read independently, earning a score of at least 5 out of 6 on a 3-row prediction rubric scored 0 to 2 per row, on 3 of 4 consecutive scored predictions, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 6 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 Science Skills.
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
- Science, Social Studies & Digital Literacy - Science Skills
- Baseline
- 2 out of 6 rubric points.
- Annual goal501 characters
- By the annual IEP review date, before a science investigation, given the investigation question and a prediction frame (if, then, because), the student will write a prediction that names the change being tested, the expected result and a reason based on something they have seen or read independently, earning a score of at least 5 out of 6 on a 3-row prediction rubric scored 0 to 2 per row, on 3 of 4 consecutive scored predictions, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Before a science investigation, given the investigation question and a prediction frame (if, then, because)
- Behavior
- The student will write a prediction that names the change being tested, the expected result and a reason based on something they have seen or read independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row prediction rubric scored 0 to 2 per row, on 3 of 4 consecutive scored predictions
- 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 5 out of 6 on a 3-row prediction rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive scored predictions
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, before a science investigation, given the investigation question and a prediction frame (if, then, because), the student will write a prediction that names the change being tested, the expected result and a reason based on something they have seen or read independently, earning a score of at least 5 out of 6 on a 3-row prediction rubric scored 0 to 2 per row, on 3 of 4 consecutive scored predictions, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names the change being tested | States an expected result that can be checked | Gives a reason tied to an observation or fact | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row prediction rubric scored 0 to 2 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.