Build a concept map from a chapter
When to use this goal
For students who study by rereading and cannot explain how the ideas in a unit connect. The student should be able to read the chapter with any needed access supports. Present levels, not grade, decide whether the map starts from a partly filled template.
- Baseline
- Ask the student to make a map for a finished chapter with a blank page and the term list, then score it. Note whether terms are just listed or actually linked.
- Tips
- Digital mapping tools or sticky notes on paper both work. Link labels are the hard part and the important part. Use the map in class (partner quiz, test review) so it becomes a real study tool.
- Limits
- Concept maps fit content subjects with connected ideas; they fit less well for procedures like math algorithms. Rubric scoring takes a few minutes per map.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-029.
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Goal
By the annual IEP review date, after reading a textbook chapter or unit notes in science or social studies, the student will build a concept map that places the chapter's main idea in the center, links key terms to it, and labels each link with a connecting phrase independently, earning a score of at least 9 out of 12 on a 4-row concept map rubric scored 0 to 3 per row, on 3 of 4 consecutive unit maps, as measured by a defined scoring rubric collected with each unit, about every two weeks.
Baseline: 3 out of 12 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 Study & Test-Taking 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
- Executive Function - Study & Test-Taking Skills
- Baseline
- 3 out of 12 rubric points.
- Annual goal494 characters
- By the annual IEP review date, after reading a textbook chapter or unit notes in science or social studies, the student will build a concept map that places the chapter's main idea in the center, links key terms to it, and labels each link with a connecting phrase independently, earning a score of at least 9 out of 12 on a 4-row concept map rubric scored 0 to 3 per row, on 3 of 4 consecutive unit maps, as measured by a defined scoring rubric collected with each unit, about every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After reading a textbook chapter or unit notes in science or social studies
- Behavior
- The student will build a concept map that places the chapter's main idea in the center, links key terms to it, and labels each link with a connecting phrase independently
- Criteria
- Earning a score of at least 9 out of 12 on a 4-row concept map rubric scored 0 to 3 per row, on 3 of 4 consecutive unit maps
- Evaluation method
- A defined scoring rubric
- Schedule
- With each unit, about every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 9 out of 12 on a 4-row concept map rubric scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 consecutive unit maps
- Collection schedule:
- with each unit, about every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after reading a textbook chapter or unit notes in science or social studies, the student will build a concept map that places the chapter's main idea in the center, links key terms to it, and labels each link with a connecting phrase independently, earning a score of at least 9 out of 12 on a 4-row concept map rubric scored 0 to 3 per row, on 3 of 4 consecutive unit maps, as measured by a defined scoring rubric collected with each unit, about every two weeks.
| Date | Task / sample | Main idea is central and correct | Includes the key terms from the chapter | Links are labeled with a phrase that explains the connection | Connections are accurate to the chapter content | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row concept map rubric scored 0 to 3 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.