Name the independent and dependent variables
When to use this goal
For middle school students who confuse what was changed with what was measured, which blocks lab reports and graphs. Present levels in reading a short investigation description, or a read-aloud, decide fit.
- Baseline
- Score the independent and dependent variable separately for each description (16 items). Many students get one right by guessing; consistent swaps show the definitions are reversed.
- Tips
- Use investigations from the student's current class when possible. Once the student meets this goal, add controlled variables or move to the fair test template (ca-sci-035).
- Limits
- Short descriptions are cleaner than real lab write-ups. The goal does not show that the student can design an investigation that controls variables.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-023.
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Goal
By the annual IEP review date, given 8 short descriptions of investigations, each 3 to 4 sentences long, the student will write the independent variable and the dependent variable for each investigation independently with at least 75% accuracy on variable identifications, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 25% 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
- 25% accuracy.
- Annual goal374 characters
- By the annual IEP review date, given 8 short descriptions of investigations, each 3 to 4 sentences long, the student will write the independent variable and the dependent variable for each investigation independently with at least 75% accuracy on variable identifications, 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 8 short descriptions of investigations, each 3 to 4 sentences long
- Behavior
- The student will write the independent variable and the dependent variable for each investigation independently
- Criteria
- With at least 75% accuracy on variable identifications, 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 variable identifications
- 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 8 short descriptions of investigations, each 3 to 4 sentences long, the student will write the independent variable and the dependent variable for each investigation independently with at least 75% accuracy on variable identifications, 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.