Guess sink or float, then test it
When to use this goal
For young students who play at the water table but do not yet make a guess before acting or connect the result to the guess. The student's receptive language and ability to choose between two options decide fit.
- Baseline
- Use six objects with clear results (spoon, cork, rock, plastic lid, coin, foam block). An opportunity counts when the student makes a guess before dropping the object and then sorts or tells the result; the guess does not need to be correct.
- Tips
- The skill is the habit of guessing first and checking after, so correct guesses are not required. Use objects from home and class so the activity feels familiar. Picture symbols let students who do not speak take every turn.
- Limits
- Measures the predict-and-check routine with one familiar activity. It does not show reasoning about why things float. Some objects behave unpredictably (a cup that fills and sinks), so pick objects with clear results for data days.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-002.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a sink-or-float activity at the water table with a tray of everyday objects, the student will choose sink or float for an object before dropping it in, then place it in the matching result bin independently in at least 4 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Science Skills.
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 - Science Skills
- Baseline
- 1 of 6 opportunities.
- Annual goal380 characters
- By the annual IEP review date, during a sink-or-float activity at the water table with a tray of everyday objects, the student will choose sink or float for an object before dropping it in, then place it in the matching result bin independently in at least 4 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a sink-or-float activity at the water table with a tray of everyday objects
- Behavior
- The student will choose sink or float for an object before dropping it in, then place it in the matching result bin independently
- Criteria
- In at least 4 of 6 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 6 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a sink-or-float activity at the water table with a tray of everyday objects, the student will choose sink or float for an object before dropping it in, then place it in the matching result bin independently in at least 4 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.