Read a scatter plot and describe the relationship
When to use this goal
Fits high school students who plot points but cannot say whether two variables are related or use a trend line to estimate. Present levels in the coordinate plane and in line graph trends decide readiness.
- Baseline
- Include plots with no relationship, which students often label positive because points exist. Score relationship questions and estimation questions separately.
- Tips
- Data from the student's own interests (hours of practice and game score, temperature and ice cream sales) make relationships intuitive. Pairs with the slope template for students headed to algebra.
- Limits
- Does not include computing a line of best fit or correlation coefficients. Reading between points is estimation; set a tolerance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-dat-023.
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Goal
By the annual IEP review date, given a scatter plot and 5 questions, including whether the relationship is positive, negative or none, the student will describe the relationship as positive, negative or none and cite two points as evidence independently with at least 80% accuracy on scatter plot questions, 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 goal400 characters
- By the annual IEP review date, given a scatter plot and 5 questions, including whether the relationship is positive, negative or none, the student will describe the relationship as positive, negative or none and cite two points as evidence independently with at least 80% accuracy on scatter plot 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 scatter plot and 5 questions, including whether the relationship is positive, negative or none
- Behavior
- The student will describe the relationship as positive, negative or none and cite two points as evidence independently
- Criteria
- With at least 80% accuracy on scatter plot 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 80% accuracy on scatter plot 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 scatter plot and 5 questions, including whether the relationship is positive, negative or none, the student will describe the relationship as positive, negative or none and cite two points as evidence independently with at least 80% accuracy on scatter plot 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.