Follow a picture procedure for a simple investigation
When to use this goal
For primary students who need an adult beside them at each step of a hands-on science activity and lose the order without one. Present levels in following a picture schedule show readiness for a picture procedure.
- Baseline
- Score two or three investigations with the same card format, marking each step as independent, prompted or not done. Note which step breaks down first; checking materials and recording results are common gaps.
- Tips
- Keep the card layout the same across units so the student learns the format, not each activity. Photos of the actual materials work better than clip art. Fade adult proximity before fading the card.
- Limits
- The two middle steps change with each investigation, so some days are harder than others. The checklist shows independence with the routine, not whether the student can explain the result.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-007.
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Goal
By the annual IEP review date, during a hands-on science investigation with a picture procedure card and a materials tray, the student will complete the investigation by following the picture procedure card from start to clean-up, performing at least 6 of 7 steps independently, across 3 consecutive science investigations, as measured by a task-analysis checklist collected at each hands-on investigation.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 7 steps independently.
- Annual goal406 characters
- By the annual IEP review date, during a hands-on science investigation with a picture procedure card and a materials tray, the student will complete the investigation by following the picture procedure card from start to clean-up, performing at least 6 of 7 steps independently, across 3 consecutive science investigations, as measured by a task-analysis checklist collected at each hands-on investigation.
- Timeframe
- By the annual IEP review date
- Condition
- During a hands-on science investigation with a picture procedure card and a materials tray
- Behavior
- The student will complete the investigation by following the picture procedure card from start to clean-up
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive science investigations
- Evaluation method
- A task-analysis checklist
- Schedule
- At each hands-on investigation
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive science investigations
- Collection schedule:
- at each hands-on investigation
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a hands-on science investigation with a picture procedure card and a materials tray, the student will complete the investigation by following the picture procedure card from start to clean-up, performing at least 6 of 7 steps independently, across 3 consecutive science investigations, as measured by a task-analysis checklist collected at each hands-on investigation.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Get the materials tray named on the card | ||||||||
| 2. Check that every pictured item is on the tray | ||||||||
| 3. Do the first action on the card | ||||||||
| 4. Do the second action on the card | ||||||||
| 5. Look at the result and show or tell what happened | ||||||||
| 6. Record the result on the picture recording sheet | ||||||||
| 7. Put materials back on the tray and wipe the table | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.