Tell linear from exponential growth in tables
When to use this goal
For high school students who treat all growth as adding the same amount. Present levels in finding differences and ratios in tables decide fit.
- Baseline
- Score the type and the rate separately. Exponential tables that start slowly are often called linear; include some.
- Tips
- Savings, phone storage and viral posts make growth meaningful. Links to personal finance (interest).
- Limits
- Tables with rounding make ratios messy; use exact values. Only increasing functions are included.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-042.
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Goal
By the annual IEP review date, given 8 tables of values with equal x steps, some linear and some exponential, and a calculator, the student will find the differences or ratios between y-values and mark each table linear or exponential with the rate independently with at least 88% accuracy on growth type tables, in 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 Algebra & Equations.
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
- Math - Algebra & Equations
- Baseline
- 38% accuracy.
- Annual goal414 characters
- By the annual IEP review date, given 8 tables of values with equal x steps, some linear and some exponential, and a calculator, the student will find the differences or ratios between y-values and mark each table linear or exponential with the rate independently with at least 88% accuracy on growth type tables, 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 8 tables of values with equal x steps, some linear and some exponential, and a calculator
- Behavior
- The student will find the differences or ratios between y-values and mark each table linear or exponential with the rate independently
- Criteria
- With at least 88% accuracy on growth type tables, 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 88% accuracy on growth type tables
- 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 8 tables of values with equal x steps, some linear and some exponential, and a calculator, the student will find the differences or ratios between y-values and mark each table linear or exponential with the rate independently with at least 88% accuracy on growth type tables, 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.