Match historical causes to their effects
When to use this goal
For students who can tell what happened in a historical event but not why, or who link causes and effects that only happened near the same time. Present levels in cause and effect with everyday events decide fit.
- Baseline
- Use pairs from a unit the student has finished and from the current unit. If the student matches everyday pairs but not history pairs, the gap is content knowledge more than the cause and effect concept.
- Tips
- Cause and effect is how history is explained, so this goal carries across every unit. Read the passage aloud if decoding is a barrier. A wall chart of causes and effects for the unit helps review.
- Limits
- Real history has several causes for each effect; the card format simplifies that. The goal does not include explaining the link in the student's own words.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-ss-018.
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Goal
By the annual IEP review date, given 6 cause cards and 6 effect cards from the current history unit, the student will match each cause card to its effect card independently with at least 83% accuracy on cause and effect pairs, in 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 Social Studies 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 - Social Studies Skills
- Baseline
- 33% accuracy.
- Annual goal328 characters
- By the annual IEP review date, given 6 cause cards and 6 effect cards from the current history unit, the student will match each cause card to its effect card independently with at least 83% accuracy on cause and effect pairs, 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 6 cause cards and 6 effect cards from the current history unit
- Behavior
- The student will match each cause card to its effect card independently
- Criteria
- With at least 83% accuracy on cause and effect pairs, 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 83% accuracy on cause and effect pairs
- 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 6 cause cards and 6 effect cards from the current history unit, the student will match each cause card to its effect card independently with at least 83% accuracy on cause and effect pairs, 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.