Label a water cycle or process diagram
When to use this goal
For upper elementary students who can say some process words but cannot place them on a diagram, which is how many tests and class notes present processes. Present levels in reading the label words, or a read-aloud, decide fit.
- Baseline
- Use one taught diagram and one new diagram at baseline. A student who does well on the taught diagram but not the new one may be recalling positions rather than reading the arrows and pictures.
- Tips
- Change the diagram each unit (water cycle, food chain, rock cycle) and keep the format. Raised-line or enlarged diagrams make the task accessible for students with low vision. Pair with a process explanation template when the student is ready to explain the steps.
- Limits
- Six labels is a small item set, so one error moves the score a lot. Labeling shows where terms belong, not what the process does.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-017.
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Goal
By the annual IEP review date, given an unlabeled diagram of a process studied in class (such as the water cycle) with 6 blank label boxes and a word bank, the student will place each label in the correct box on the diagram independently with at least 83% accuracy on diagram labels, 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 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
- 33% accuracy.
- Annual goal374 characters
- By the annual IEP review date, given an unlabeled diagram of a process studied in class (such as the water cycle) with 6 blank label boxes and a word bank, the student will place each label in the correct box on the diagram independently with at least 83% accuracy on diagram labels, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unlabeled diagram of a process studied in class (such as the water cycle) with 6 blank label boxes and a word bank
- Behavior
- The student will place each label in the correct box on the diagram independently
- Criteria
- With at least 83% accuracy on diagram labels, 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 diagram labels
- 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 an unlabeled diagram of a process studied in class (such as the water cycle) with 6 blank label boxes and a word bank, the student will place each label in the correct box on the diagram independently with at least 83% accuracy on diagram labels, 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.