Predict price changes with supply and demand
When to use this goal
For high school students in economics who can define supply and demand but cannot apply them to a real change, such as a bad harvest or a new phone release. Present levels in reading short scenarios decide fit.
- Baseline
- Score the supply or demand call and the price direction as separate items. Scenarios that change demand (a product becomes popular) are often harder than supply ones.
- Tips
- Use products students buy (concert tickets, sneakers, gas) so the idea connects to their money. Pairs with personal finance goals on comparing prices.
- Limits
- Real prices change for many reasons; scenarios isolate one. The goal does not include drawing supply and demand graphs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-ss-035.
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Goal
By the annual IEP review date, given 8 short market scenarios (such as a storm destroys an orange crop) and an up, down or same answer sheet, the student will write whether supply or demand changes and whether the price goes up or down for each scenario independently with at least 75% accuracy on market scenarios, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 38% 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
- 38% accuracy.
- Annual goal417 characters
- By the annual IEP review date, given 8 short market scenarios (such as a storm destroys an orange crop) and an up, down or same answer sheet, the student will write whether supply or demand changes and whether the price goes up or down for each scenario independently with at least 75% accuracy on market scenarios, 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 8 short market scenarios (such as a storm destroys an orange crop) and an up, down or same answer sheet
- Behavior
- The student will write whether supply or demand changes and whether the price goes up or down for each scenario independently
- Criteria
- With at least 75% accuracy on market scenarios, 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 75% accuracy on market scenarios
- 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 8 short market scenarios (such as a storm destroys an orange crop) and an up, down or same answer sheet, the student will write whether supply or demand changes and whether the price goes up or down for each scenario independently with at least 75% accuracy on market scenarios, 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.