Make and read a line plot
When to use this goal
For students who read bar graphs but have not met line plots, where each X is one data point on a number line, often with fractional measurements. Present levels in number lines and in fractions on a number line decide whether to use whole numbers or fractions.
- Baseline
- Score the plot (each column of Xs correct) and the questions separately. Losing track of which values have been plotted is the usual error; the cross-off support fixes it and can stay.
- Tips
- Measure real things (pencil lengths, plant heights) to collect the data first; the line plot then has meaning. Fractional line plots connect to the fractions skill.
- Limits
- Line plots suit small data sets only. Does not cover histograms or box plots, which use the same number line idea differently.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-dat-010.
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Goal
By the annual IEP review date, given a set of 12 to 20 whole-number measurements and a blank number line, the student will mark one X above the number line for each measurement and answer 3 questions about the plot independently with at least 85% accuracy on line plot items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 35% 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 Patterns, Data & Graphs.
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 - Patterns, Data & Graphs
- Baseline
- 35% accuracy.
- Annual goal368 characters
- By the annual IEP review date, given a set of 12 to 20 whole-number measurements and a blank number line, the student will mark one X above the number line for each measurement and answer 3 questions about the plot independently with at least 85% accuracy on line plot items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a set of 12 to 20 whole-number measurements and a blank number line
- Behavior
- The student will mark one X above the number line for each measurement and answer 3 questions about the plot independently
- Criteria
- With at least 85% accuracy on line plot items, on 3 of 4 consecutive 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 85% accuracy on line plot items
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a set of 12 to 20 whole-number measurements and a blank number line, the student will mark one X above the number line for each measurement and answer 3 questions about the plot independently with at least 85% accuracy on line plot items, on 3 of 4 consecutive 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.