Interpret a population or history line graph
When to use this goal
For middle school students who skip graphs in social studies texts or read one value without connecting the trend to the history. Present levels in reading line graphs in math decide fit.
- Baseline
- Write two questions at each level: read a value, describe a change, and connect the change to history. Score levels separately; the connection level is the target.
- Tips
- Pull graphs from the student's textbook so the probe reflects real reading. The math teacher can help keep graph vocabulary consistent.
- Limits
- Six questions is a short probe. The goal does not cover making graphs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-ss-022.
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Goal
By the annual IEP review date, given a line graph from a social studies text (such as city population or immigration over time) and 6 questions, the student will answer each question with a value, a change over time, or a connection between the trend and an event from the unit independently with at least 83% accuracy on graph 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 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 goal455 characters
- By the annual IEP review date, given a line graph from a social studies text (such as city population or immigration over time) and 6 questions, the student will answer each question with a value, a change over time, or a connection between the trend and an event from the unit independently with at least 83% accuracy on graph 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 social studies text (such as city population or immigration over time) and 6 questions
- Behavior
- The student will answer each question with a value, a change over time, or a connection between the trend and an event from the unit independently
- Criteria
- With at least 83% accuracy on graph 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 graph 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 social studies text (such as city population or immigration over time) and 6 questions, the student will answer each question with a value, a change over time, or a connection between the trend and an event from the unit independently with at least 83% accuracy on graph 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.