Record and graph own progress data
When to use this goal
For students who would benefit from seeing their own growth, when the team wants data literacy and self-monitoring in one goal. Present levels in reading a scale and in plotting a point decide the support.
- Baseline
- An opportunity is one graphing occasion, correct when the point is placed on the right date at the right height and the comparison statement is accurate. Over five occasions, note whether errors are placement or interpretation.
- Tips
- This goal serves two purposes: the student practices graphing and sees progress on another goal. Choose a goal with weekly data so there are enough points.
- Limits
- Depends on another goal producing regular data. Seeing a flat or falling line can be discouraging; plan how adults will talk about it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-dat-018.
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Goal
By the annual IEP review date, after each weekly probe or quiz, given the score and a personal progress graph, the student will plot the score on the graph, connect it to the previous point, and state whether the score went up, down or stayed the same independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 5 opportunities.
- Annual goal411 characters
- By the annual IEP review date, after each weekly probe or quiz, given the score and a personal progress graph, the student will plot the score on the graph, connect it to the previous point, and state whether the score went up, down or stayed the same independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After each weekly probe or quiz, given the score and a personal progress graph
- Behavior
- The student will plot the score on the graph, connect it to the previous point, and state whether the score went up, down or stayed the same independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after each weekly probe or quiz, given the score and a personal progress graph, the student will plot the score on the graph, connect it to the previous point, and state whether the score went up, down or stayed the same independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.