Answer questions from a class investigation bar graph
When to use this goal
For upper elementary students who can read a bar graph in math but do not use one to answer a science question about which condition did best. Present levels in reading a scale by ones or twos decide fit.
- Baseline
- Use questions of three kinds: read one value, compare two bars, and answer the investigation question. Score them separately at baseline; the last kind is usually the gap and is where the science lives.
- Tips
- Graphs from the student's own class labs make the questions meaningful. Coordinate with the math teacher so scale reading is taught the same way. Keep the graph type fixed until the student meets the goal, then try a line graph.
- Limits
- Eight questions per probe is a small sample; look at the trend. The goal does not include building the graph; see ca-sci-039 for organizing data into a table and graph.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-013.
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Goal
By the annual IEP review date, given a bar graph of results from a class investigation and 8 questions about it, the student will answer each value, comparison and results question by reading the graph independently with at least 75% accuracy on graph questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 38% 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 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
- 38% accuracy.
- Annual goal364 characters
- By the annual IEP review date, given a bar graph of results from a class investigation and 8 questions about it, the student will answer each value, comparison and results question by reading the graph independently with at least 75% accuracy on graph questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a bar graph of results from a class investigation and 8 questions about it
- Behavior
- The student will answer each value, comparison and results question by reading the graph independently
- Criteria
- With at least 75% accuracy on graph questions, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 75% accuracy on graph questions
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a bar graph of results from a class investigation and 8 questions about it, the student will answer each value, comparison and results question by reading the graph independently with at least 75% accuracy on graph questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.