Answer the lab question from a graph
When to use this goal
For middle school students who can read points off a line or scatter graph in math class but do not connect the pattern to the question the lab asked. Present levels in reading values from a graph decide fit.
- Baseline
- Write questions at three levels: read a value, describe the pattern, and use the pattern to answer the investigation question. Baseline usually shows a drop at the third level; that is the target.
- Tips
- This differs from math graph templates because the question is a science question; use data the student collected when possible. Coordinate graph-reading language with the math teacher.
- Limits
- Six questions is a short probe; trends matter more than single scores. Unfamiliar science content can lower scores even when graph reading is solid.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-026.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a line graph from a class lab, the investigation question and 6 questions about the data, the student will answer each question, including the investigation question, with a value or pattern from the graph independently with at least 83% accuracy on data interpretation questions, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
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 goal419 characters
- By the annual IEP review date, given a line graph from a class lab, the investigation question and 6 questions about the data, the student will answer each question, including the investigation question, with a value or pattern from the graph independently with at least 83% accuracy on data interpretation questions, on 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 line graph from a class lab, the investigation question and 6 questions about the data
- Behavior
- The student will answer each question, including the investigation question, with a value or pattern from the graph independently
- Criteria
- With at least 83% accuracy on data interpretation questions, on 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 83% accuracy on data interpretation questions
- Mastery rule:
- on 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 line graph from a class lab, the investigation question and 6 questions about the data, the student will answer each question, including the investigation question, with a value or pattern from the graph independently with at least 83% accuracy on data interpretation questions, on 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.