Answer questions about own sleep and activity log
When to use this goal
For middle school students in health class who keep a sleep or activity log but cannot read their own data or connect it to the habits taught. Present levels, not grade, decide fit. Logging itself is a health self-management routine; this goal is about reading and using the log.
- Baseline
- Start with a sample log so the student is not judged on their own habits. Note whether errors come from reading the log or from the math of adding hours.
- Tips
- Score each question as one item. Use guidelines from the health curriculum. Keep the student's own data private and never compare logs between students.
- Limits
- Sleep and activity depend on home life, health, and work schedules the student may not control. Does not measure the habits themselves.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-hlth-015.
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Goal
By the annual IEP review date, given their own one-week sleep and activity log and 6 questions, the student will answer each question by finding the data in their log, such as total sleep on a school night or active minutes on a weekend independently with at least 83% accuracy on log questions, 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 goal386 characters
- By the annual IEP review date, given their own one-week sleep and activity log and 6 questions, the student will answer each question by finding the data in their log, such as total sleep on a school night or active minutes on a weekend independently with at least 83% accuracy on log questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given their own one-week sleep and activity log and 6 questions
- Behavior
- The student will answer each question by finding the data in their log, such as total sleep on a school night or active minutes on a weekend independently
- Criteria
- With at least 83% accuracy on log questions, 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 log questions
- 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 their own one-week sleep and activity log and 6 questions, the student will answer each question by finding the data in their log, such as total sleep on a school night or active minutes on a weekend independently with at least 83% accuracy on log questions, 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.