Record and graph personal progress data
Live goal preview
By the annual IEP review date, after each progress-monitoring probe, the student will record and graph personal progress data using a student-friendly graph, performing at least 6 of 7 steps independently, across 4 consecutive data entries, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 7 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Task-analysis steps is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Task-analysis checklist can produce task-analysis steps data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Self-Monitoring.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students who have a measurable goal and can read simple graphs. Present levels in math and graph reading, not grade, decide how much support the graph needs.
- Baseline considerations
- Have the student graph one or two existing data points with no instruction and score each step. Simplify the graph (fewer gridlines, color-coded goal line) if needed.
- Usage notes
- Use alongside another IEP goal that already produces regular data. Score independent only when the step is done without adult help. The final two steps build reflection; accept brief answers.
- Known limitations
- Graphing skill does not guarantee the student changes behavior based on the data. Requires consistent progress-monitoring data from another goal.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ef-sm-003.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- across 4 consecutive data entries
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after each progress-monitoring probe, the student will record and graph personal progress data using a student-friendly graph, performing at least 6 of 7 steps independently, across 4 consecutive data entries, as measured by a task-analysis checklist collected weekly.
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. Finds the score from the latest probe or work sample | ||||||||
| 2. Locates the correct date on the graph | ||||||||
| 3. Plots the score at the correct point | ||||||||
| 4. Connects the new point to the previous point | ||||||||
| 5. Compares the point to the goal line | ||||||||
| 6. States or writes whether the score met, approached, or missed the goal | ||||||||
| 7. Names one next step for the coming week | ||||||||
| 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: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.