Find the mean of repeated lab trials
When to use this goal
For high school students who record several trials in a lab but report one trial, or add the trials and stop, so their results are not usable. Present levels in calculator addition and division decide fit.
- Baseline
- Use two lab tables at baseline. Record whether errors come from adding, dividing by the wrong count, rounding, or leaving off the unit. Four conditions per table makes four items; score each mean as one item.
- Tips
- Teach why scientists repeat trials before teaching the calculation. Spreadsheets with an average function are an honest tool for older students; name the tool in the condition.
- Limits
- Four items per lab is small, so the target is often all four. The goal does not cover spotting outliers or judging whether trials agree.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-030.
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Goal
By the annual IEP review date, given a data table with 3 to 5 repeated measurements for each of 4 conditions and a calculator, the student will calculate the mean for each condition, round to the place the teacher gives, and write it in the results column with the unit independently with 100% accuracy on calculated means, on 3 of 4 consecutive labs, as measured by work-sample analysis collected at each lab with repeated trials.
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 goal431 characters
- By the annual IEP review date, given a data table with 3 to 5 repeated measurements for each of 4 conditions and a calculator, the student will calculate the mean for each condition, round to the place the teacher gives, and write it in the results column with the unit independently with 100% accuracy on calculated means, on 3 of 4 consecutive labs, as measured by work-sample analysis collected at each lab with repeated trials.
- Timeframe
- By the annual IEP review date
- Condition
- Given a data table with 3 to 5 repeated measurements for each of 4 conditions and a calculator
- Behavior
- The student will calculate the mean for each condition, round to the place the teacher gives, and write it in the results column with the unit independently
- Criteria
- With 100% accuracy on calculated means, on 3 of 4 consecutive labs
- Evaluation method
- Work-sample analysis
- Schedule
- At each lab with repeated trials
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 100% accuracy on calculated means
- Mastery rule:
- on 3 of 4 consecutive labs
- Collection schedule:
- at each lab with repeated trials
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a data table with 3 to 5 repeated measurements for each of 4 conditions and a calculator, the student will calculate the mean for each condition, round to the place the teacher gives, and write it in the results column with the unit independently with 100% accuracy on calculated means, on 3 of 4 consecutive labs, as measured by work-sample analysis collected at each lab with repeated trials.
| 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.