Name the job of each body system
When to use this goal
For middle school students in health class who can name organs but cannot say what each body system does for the body. Present levels, not grade, decide fit. Science goals on organ matching cover the science standards; this one supports health lessons.
- Baseline
- Give the matching task twice and note which systems are confused. Check vocabulary first; a student who cannot read the system names needs picture supports before the content can be measured.
- Tips
- Score each system as one item, correct when both the job and an organ are right. Link systems to health habits taught in class, such as exercise and the heart.
- Limits
- Matching facts does not show how systems work together; the rubric template covers explanation. Not a science standards goal on its own.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-hlth-008.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 6 body system cards (digestive, respiratory, circulatory, skeletal, muscular, nervous) and job cards, the student will match each body system to its main job and name one organ in it independently with at least 83% accuracy on body system items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 33% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Health Education.
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 - Health Education
- Baseline
- 33% accuracy.
- Annual goal373 characters
- By the annual IEP review date, given 6 body system cards (digestive, respiratory, circulatory, skeletal, muscular, nervous) and job cards, the student will match each body system to its main job and name one organ in it independently with at least 83% accuracy on body system items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 6 body system cards (digestive, respiratory, circulatory, skeletal, muscular, nervous) and job cards
- Behavior
- The student will match each body system to its main job and name one organ in it independently
- Criteria
- With at least 83% accuracy on body system items, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 83% accuracy on body system items
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 6 body system cards (digestive, respiratory, circulatory, skeletal, muscular, nervous) and job cards, the student will match each body system to its main job and name one organ in it independently with at least 83% accuracy on body system items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.