Build a real-object graph and compare the columns
When to use this goal
For young students who are not yet ready for picture or bar graphs and need to see data as real objects lined up. Present levels in sorting by one attribute and comparing sets decide readiness.
- Baseline
- Score each placement (one per box) and each comparison answer. Record placing two objects in one box.
- Tips
- Real graphs make the jump to picture graphs (ma-dat-009) easier.
- Limits
- Floor graphs take space and time; use a table mat if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-dat-026.
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Goal
By the annual IEP review date, given 10 to 15 real objects (such as shoes by fastener type or fruit by kind) and a floor or table graph mat with 3 columns, the student will place each object in its column, one per box, and say which column has the most and the fewest independently with at least 85% accuracy on graph placements and answers, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
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. Opportunity (trial) recording 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 goal437 characters
- By the annual IEP review date, given 10 to 15 real objects (such as shoes by fastener type or fruit by kind) and a floor or table graph mat with 3 columns, the student will place each object in its column, one per box, and say which column has the most and the fewest independently with at least 85% accuracy on graph placements and answers, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 to 15 real objects (such as shoes by fastener type or fruit by kind) and a floor or table graph mat with 3 columns
- Behavior
- The student will place each object in its column, one per box, and say which column has the most and the fewest independently
- Criteria
- With at least 85% accuracy on graph placements and answers, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 graph placements and answers
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 to 15 real objects (such as shoes by fastener type or fruit by kind) and a floor or table graph mat with 3 columns, the student will place each object in its column, one per box, and say which column has the most and the fewest independently with at least 85% accuracy on graph placements and answers, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
| 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.