Identify independent and dependent events and find their probability
When to use this goal
For students who find single-event probabilities but cannot tell whether drawing a second card without replacing the first changes the chances. Present levels in simple probability and in multiplying fractions decide readiness.
- Baseline
- Score the independent-or-dependent label separately from the computation. Forgetting to reduce the total for the second draw is the specific dependent-event error to track.
- Tips
- Physical draws from a bag, with and without putting the cube back, make the difference visible. Tree diagrams organize the second event for students who lose track.
- Limits
- Does not cover conditional probability notation or combinations. Problems with many steps mean small item sets; use trends.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-dat-021.
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Goal
By the annual IEP review date, given 10 two-event situations, some with replacement and some without, and the direction to label each as independent or dependent, the student will label each situation as independent or dependent and state why independently with at least 80% accuracy on compound event problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 30% 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
- 30% accuracy.
- Annual goal404 characters
- By the annual IEP review date, given 10 two-event situations, some with replacement and some without, and the direction to label each as independent or dependent, the student will label each situation as independent or dependent and state why independently with at least 80% accuracy on compound event problems, 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 10 two-event situations, some with replacement and some without, and the direction to label each as independent or dependent
- Behavior
- The student will label each situation as independent or dependent and state why independently
- Criteria
- With at least 80% accuracy on compound event problems, 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 80% accuracy on compound event problems
- 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 10 two-event situations, some with replacement and some without, and the direction to label each as independent or dependent, the student will label each situation as independent or dependent and state why independently with at least 80% accuracy on compound event problems, 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.