Explain a science process in order
When to use this goal
For students who can point to a diagram of a process (the water cycle, a plant life cycle, digestion) but write a list of terms instead of an explanation. Present levels should show sentence writing; the target is sequencing and linking the stages in a paragraph.
- Baseline
- Score two explanations from recent units, each row 0 to 3. A list of labels scores on the first row only. Check with the science teacher which processes the class will study so probes follow the unit calendar.
- Tips
- Explanations of processes appear in science units every few weeks, so data comes naturally. Use the class diagrams. The connecting row (how one stage leads to the next) is where most growth happens and where instruction should focus.
- Limits
- Science knowledge drives scores, especially on the terms row. Some processes are cycles and some are sequences; adjust the order row. The rubric does not score conventions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-065.
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Goal
By the annual IEP review date, given a labeled diagram of a science process from the current unit and 20 minutes, the student will write an explanation that names the process, describes each stage in order with the correct science term, and tells how one stage leads to the next independently, earning a score of at least 7 out of 9 on a 9-point process explanation rubric, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 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
- 2 out of 9 rubric points.
- Annual goal483 characters
- By the annual IEP review date, given a labeled diagram of a science process from the current unit and 20 minutes, the student will write an explanation that names the process, describes each stage in order with the correct science term, and tells how one stage leads to the next independently, earning a score of at least 7 out of 9 on a 9-point process explanation 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
- Given a labeled diagram of a science process from the current unit and 20 minutes
- Behavior
- The student will write an explanation that names the process, describes each stage in order with the correct science term, and tells how one stage leads to the next independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point process explanation 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 process explanation 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, given a labeled diagram of a science process from the current unit and 20 minutes, the student will write an explanation that names the process, describes each stage in order with the correct science term, and tells how one stage leads to the next independently, earning a score of at least 7 out of 9 on a 9-point process explanation rubric, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names the process and its stages with correct terms | Describes the stages in the correct order | Explains how each stage leads to the next | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point process explanation 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.