Read a line graph and describe the trend
When to use this goal
For students who read bar graphs but cannot read a value from a line graph or say whether the line is going up or down over time. Present levels in reading scales decide the support.
- Baseline
- Score value-reading and trend questions separately. Reading between labeled grid lines (a point at 35 on a scale by 10s) is the usual value error; reading a drop as a rise when the line is steep is the usual trend error.
- Tips
- Graphs of the student's own progress data are the most relevant line graphs they will see; use them. Temperature and growth graphs from science class work well too.
- Limits
- Does not cover making line graphs or scatter plots. Trend descriptions are language; students with expressive needs may select rather than state.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-dat-012.
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Goal
By the annual IEP review date, given a line graph showing one quantity over time and 5 questions, including reading values and describing the change between two points, the student will read values from the graph and state whether the quantity increased, decreased or stayed the same between two points independently with at least 85% accuracy on line graph questions, 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 goal461 characters
- By the annual IEP review date, given a line graph showing one quantity over time and 5 questions, including reading values and describing the change between two points, the student will read values from the graph and state whether the quantity increased, decreased or stayed the same between two points independently with at least 85% accuracy on line graph 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 line graph showing one quantity over time and 5 questions, including reading values and describing the change between two points
- Behavior
- The student will read values from the graph and state whether the quantity increased, decreased or stayed the same between two points independently
- Criteria
- With at least 85% accuracy on line graph 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 85% accuracy on line graph 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 line graph showing one quantity over time and 5 questions, including reading values and describing the change between two points, the student will read values from the graph and state whether the quantity increased, decreased or stayed the same between two points independently with at least 85% accuracy on line graph 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.