Find information in a table or chart
When to use this goal
For students who struggle with any row-and-column display: a schedule, a menu, a sports table, a nutrition label. Present levels in reading and in tracking across a line decide the support.
- Baseline
- Note whether errors are row slips (right column, wrong row), which a tracking tool fixes, or misunderstanding the headers, which needs instruction. Comparison questions add a computation step; score them separately.
- Tips
- Use tables the student meets: the lunch menu, a game schedule, a nutrition label. This skill serves science, social studies and daily life as much as math.
- Limits
- Does not include building tables or drawing conclusions. Dense real-world tables may need enlargement for students with vision or attention needs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-dat-011.
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Goal
By the annual IEP review date, given a table with 4 to 6 rows and 3 to 4 columns and 10 questions that each require locating one cell, the student will locate the row and column named in each question and write the value independently with at least 90% accuracy on table questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% 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
- 40% accuracy.
- Annual goal374 characters
- By the annual IEP review date, given a table with 4 to 6 rows and 3 to 4 columns and 10 questions that each require locating one cell, the student will locate the row and column named in each question and write the value independently with at least 90% accuracy on table questions, 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 table with 4 to 6 rows and 3 to 4 columns and 10 questions that each require locating one cell
- Behavior
- The student will locate the row and column named in each question and write the value independently
- Criteria
- With at least 90% accuracy on table questions, 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 90% accuracy on table questions
- 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 table with 4 to 6 rows and 3 to 4 columns and 10 questions that each require locating one cell, the student will locate the row and column named in each question and write the value independently with at least 90% accuracy on table questions, 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.