Explain why an event happened and what it led to
When to use this goal
For older students who can list what happened in history or science but cannot explain causes and consequences, which many essay and test questions require. Base the choice on class work samples and the SLP's assessment.
- Baseline
- Collect explanations of two or three recently taught events and score them with the rubric; have the content teacher confirm accuracy. Record which part is usually missing: many students state effects but not causes. Check that the student understands because and so in simple sentences first.
- Tips
- Score each row 0 to 2 as defined. Content accuracy is judged against class materials. Spoken or written explanations both count; record the mode. Use the same organizer in class as an accommodation so the structure becomes familiar.
- Limits
- Content knowledge and language are mixed; interpret scores with the teacher. Historical causes are often debated, so accept any cause the class materials support. The rubric does not capture depth of reasoning beyond one cause and one effect.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-016.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given an event from a current history or science unit and asked why it happened and what resulted, the student will explain at least one cause and one effect of the event in complete sentences using cause-and-effect language (because, as a result, led to) independently, earning a score of at least 5 out of 6 on a 3-row cause-and-effect explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, 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 Narrative Language & Retelling.
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 - Narrative Language & Retelling
- Baseline
- 2 out of 6 rubric points.
- Annual goal516 characters
- By the annual IEP review date, given an event from a current history or science unit and asked why it happened and what resulted, the student will explain at least one cause and one effect of the event in complete sentences using cause-and-effect language (because, as a result, led to) independently, earning a score of at least 5 out of 6 on a 3-row cause-and-effect explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given an event from a current history or science unit and asked why it happened and what resulted
- Behavior
- The student will explain at least one cause and one effect of the event in complete sentences using cause-and-effect language (because, as a result, led to) independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row cause-and-effect explanation rubric scored 0 to 2 per row, on 3 of 4 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 5 out of 6 on a 3-row cause-and-effect explanation rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given an event from a current history or science unit and asked why it happened and what resulted, the student will explain at least one cause and one effect of the event in complete sentences using cause-and-effect language (because, as a result, led to) independently, earning a score of at least 5 out of 6 on a 3-row cause-and-effect explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | States an accurate cause (0 = absent or wrong, 1 = vague, 2 = accurate and specific) | States an accurate effect or result | Connects cause, event, and effect with cause-and-effect language in complete sentences | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row cause-and-effect explanation 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.