Explain the stages of a science process
When to use this goal
For students who can label a process diagram but cannot explain the process from start to finish, often listing words with no order or links. Present levels in retelling a familiar sequence decide fit.
- Baseline
- Record or collect two explanations of processes taught recently and score with the rubric. Oral and written explanations can differ a lot; choose the mode that matches how the student shows learning in class.
- Tips
- Use the oral behavior when writing is a separate need; recordings make scoring easier. The same rubric works for any process unit, which keeps data comparable across the year.
- Limits
- Content knowledge and language both affect the score, so a low score may reflect either. Processes vary in length; keep the number of stages similar across probes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-022.
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Goal
By the annual IEP review date, after a lesson on a process (such as the water cycle, digestion or a plant making food), given a diagram of the process, the student will use order words and unit words to explain the process aloud from the first stage to the last independently, earning a score of at least 7 out of 9 on a 3-row process explanation rubric scored 0 to 3 per row, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 9 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
- 3 out of 9 rubric points.
- Annual goal486 characters
- By the annual IEP review date, after a lesson on a process (such as the water cycle, digestion or a plant making food), given a diagram of the process, the student will use order words and unit words to explain the process aloud from the first stage to the last independently, earning a score of at least 7 out of 9 on a 3-row process explanation rubric scored 0 to 3 per row, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After a lesson on a process (such as the water cycle, digestion or a plant making food), given a diagram of the process
- Behavior
- The student will use order words and unit words to explain the process aloud from the first stage to the last independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row process explanation rubric scored 0 to 3 per row, on 3 of 4 consecutive scored explanations
- 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 7 out of 9 on a 3-row process explanation rubric scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 consecutive scored explanations
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after a lesson on a process (such as the water cycle, digestion or a plant making food), given a diagram of the process, the student will use order words and unit words to explain the process aloud from the first stage to the last independently, earning a score of at least 7 out of 9 on a 3-row process explanation rubric scored 0 to 3 per row, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Stages are in the correct order | Unit vocabulary is used correctly | Links between stages are explained (causes, leads to, then) | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row process explanation rubric scored 0 to 3 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.