Explain science data with claim, evidence, reasoning
When to use this goal
For students who can collect and read data in a science investigation but answer the investigation question with a guess or a restatement of the data. Present levels should show the student can read the data table or graph used in class; the target is the written explanation.
- Baseline
- Score two or three explanations from recent labs, each row 0 to 3. Separate data-reading errors from writing errors: if the evidence row is low because numbers are misread, the need may be in reading graphs. Reasoning is usually the lowest row at baseline.
- Tips
- Plan with the science teacher so explanations come from labs the class already does. The organizer can be faded in steps: full organizer, starters only, then a blank page. Students may dictate or use speech-to-text when the focus is the explanation, not transcription.
- Limits
- Reasoning depends on knowing the science idea; low scores can reflect content gaps. Labs vary in how clear their data are. The rubric does not score conventions or lab procedure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-036.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after a science investigation, given the class data table and the investigation question, the student will write a scientific explanation that states a claim answering the question, gives at least two pieces of data as evidence, and explains the science idea that links the evidence to the claim independently, earning a score of at least 7 out of 9 on a 9-point claim, evidence, and reasoning rubric, 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 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
- 3 out of 9 rubric points.
- Annual goal542 characters
- By the annual IEP review date, after a science investigation, given the class data table and the investigation question, the student will write a scientific explanation that states a claim answering the question, gives at least two pieces of data as evidence, and explains the science idea that links the evidence to the claim independently, earning a score of at least 7 out of 9 on a 9-point claim, evidence, and reasoning rubric, 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 science investigation, given the class data table and the investigation question
- Behavior
- The student will write a scientific explanation that states a claim answering the question, gives at least two pieces of data as evidence, and explains the science idea that links the evidence to the claim independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point claim, evidence, and reasoning rubric, 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 9-point claim, evidence, and reasoning rubric
- 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 science investigation, given the class data table and the investigation question, the student will write a scientific explanation that states a claim answering the question, gives at least two pieces of data as evidence, and explains the science idea that links the evidence to the claim independently, earning a score of at least 7 out of 9 on a 9-point claim, evidence, and reasoning rubric, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Claim answers the investigation question | Evidence uses accurate, specific data | Reasoning connects the evidence to a science idea from the unit | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point claim, evidence, and reasoning 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.