Read percents on labels, pay stubs and forecasts
When to use this goal
For high school students who need to read percents in daily life (percent daily value on a food label, percent taken out of a paycheck, chance of rain) and say what they mean. Present levels in reading percents and comparing whole numbers decide readiness.
- Baseline
- Score finding the percent and the meaning separately. Use sample documents with no real personal information.
- Tips
- Pairs with functional reading goals. Choose documents from the student's own life (their job's pay stub format, foods they eat).
- Limits
- Health choices belong to the student and family; this goal is about reading the number, not diet advice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-051.
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Goal
By the annual IEP review date, given 10 questions about sample nutrition labels, pay stubs, sale signs and weather forecasts, the student will find the percent asked for and say what it means in a sentence independently with at least 85% accuracy on document questions, 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 Fractions.
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 - Fractions
- Baseline
- 30% accuracy.
- Annual goal365 characters
- By the annual IEP review date, given 10 questions about sample nutrition labels, pay stubs, sale signs and weather forecasts, the student will find the percent asked for and say what it means in a sentence independently with at least 85% accuracy on document questions, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 questions about sample nutrition labels, pay stubs, sale signs and weather forecasts
- Behavior
- The student will find the percent asked for and say what it means in a sentence independently
- Criteria
- With at least 85% accuracy on document questions, 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 document questions
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 questions about sample nutrition labels, pay stubs, sale signs and weather forecasts, the student will find the percent asked for and say what it means in a sentence independently with at least 85% accuracy on document questions, 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.