Explain the steps of a lab task
When to use this goal
For older students who can do a hands-on procedure in science, art, culinary, or career-technical class but cannot explain it in order with the needed terms. Explaining a procedure is part of lab reports, class talk, and job training. Base the choice on class observation and the SLP's assessment.
- Baseline
- After a class procedure the student completed, ask for a full explanation with no supports, record it, and score it with the rubric. Ask the content teacher for the procedure's main steps and key terms so scoring uses the class's answer key.
- Tips
- Score from a recording when possible. Use real class procedures so the practice doubles as content review. A student who can explain the steps can also check their own work and train a peer, so this is a strong goal for career-technical pathways.
- Limits
- The goal measures spoken explanation, not the student's skill at the task. Procedures vary in length; keep the number of main steps similar across probes. Written lab reports need a separate writing goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-036.
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Goal
By the annual IEP review date, right after completing a science lab or career-technical task, given the materials as a reminder, the student will explain the procedure in order, naming the materials, each main step with a sequence word, and the safety step independently, earning a score of at least 10 out of 12 on a 4-row procedure explanation rubric scored 0 to 3 per row, on 3 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 5 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 Expressive Language.
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
- Speech & Language - Expressive Language
- Baseline
- 5 out of 12 rubric points.
- Annual goal476 characters
- By the annual IEP review date, right after completing a science lab or career-technical task, given the materials as a reminder, the student will explain the procedure in order, naming the materials, each main step with a sequence word, and the safety step independently, earning a score of at least 10 out of 12 on a 4-row procedure explanation rubric scored 0 to 3 per row, on 3 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Right after completing a science lab or career-technical task, given the materials as a reminder
- Behavior
- The student will explain the procedure in order, naming the materials, each main step with a sequence word, and the safety step independently
- Criteria
- Earning a score of at least 10 out of 12 on a 4-row procedure explanation rubric scored 0 to 3 per row, on 3 consecutive biweekly probes
- 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 10 out of 12 on a 4-row procedure explanation rubric scored 0 to 3 per row
- Mastery rule:
- on 3 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, right after completing a science lab or career-technical task, given the materials as a reminder, the student will explain the procedure in order, naming the materials, each main step with a sequence word, and the safety step independently, earning a score of at least 10 out of 12 on a 4-row procedure explanation rubric scored 0 to 3 per row, on 3 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Materials or tools named | Main steps included in the right order | Sequence words and technical terms used | Safety step or caution stated | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row procedure 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.