Organize lab data into a table and graph
When to use this goal
For high school students who collect data but cannot turn raw notes into a labeled table and graph for a lab report. Present levels in reading tables and graphs decide fit.
- Baseline
- Score the table and graph from two lab reports. Students who use a spreadsheet often skip axis labels and units, which the chart tool leaves blank.
- Tips
- Spreadsheets are an honest tool for high school; the steps still apply. Use the student's own lab data so the work counts in class.
- Limits
- Choosing the graph type takes judgment; agree on what fits each lab. The checklist does not score interpretation of the graph.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-039.
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Goal
By the annual IEP review date, after a lab, given raw data notes, graph paper or a spreadsheet, and a lab report template, the student will build a labeled data table and a graph of the lab results for the lab report, performing all 8 steps independently, across 3 consecutive lab reports, as measured by a task-analysis checklist collected at each lab report.
Baseline: 3 of 8 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 3 of 8 steps independently.
- Annual goal360 characters
- By the annual IEP review date, after a lab, given raw data notes, graph paper or a spreadsheet, and a lab report template, the student will build a labeled data table and a graph of the lab results for the lab report, performing all 8 steps independently, across 3 consecutive lab reports, as measured by a task-analysis checklist collected at each lab report.
- Timeframe
- By the annual IEP review date
- Condition
- After a lab, given raw data notes, graph paper or a spreadsheet, and a lab report template
- Behavior
- The student will build a labeled data table and a graph of the lab results for the lab report
- Criteria
- Performing all 8 steps independently, across 3 consecutive lab reports
- Evaluation method
- A task-analysis checklist
- Schedule
- At each lab report
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 8 steps independently
- Mastery rule:
- across 3 consecutive lab reports
- Collection schedule:
- at each lab report
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after a lab, given raw data notes, graph paper or a spreadsheet, and a lab report template, the student will build a labeled data table and a graph of the lab results for the lab report, performing all 8 steps independently, across 3 consecutive lab reports, as measured by a task-analysis checklist collected at each lab report.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Write a table title that names the investigation | ||||||||
| 2. Put the changed variable in the first column with its unit | ||||||||
| 3. Put the measured variable in the next columns with its unit | ||||||||
| 4. Enter every value from the raw notes | ||||||||
| 5. Choose a graph type that fits the data | ||||||||
| 6. Put the changed variable on the x-axis and label both axes with units | ||||||||
| 7. Choose a scale that fits all the data | ||||||||
| 8. Plot the data and give the graph a title | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 8 of 8).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.