Read bar heights by lining up the scale
When to use this goal
For students who misread bar graphs because their eyes drift when moving from the top of a bar to the scale. Fit depends on an error analysis of graph reading, not grade.
- Baseline
- Use two graphs and score each bar. Note whether errors are small misreads (visual) or misunderstanding the scale (math).
- Tips
- A straightedge is a simple, lasting tool. Coordinate with the math teacher during data units.
- Limits
- Scale interpretation is a math skill; pair with a data-graphs goal if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-030.
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Goal
By the annual IEP review date, given a bar graph with 6 bars and a labeled scale, the student will find the value of each bar by tracking straight across from the top of the bar to the scale independently on 6 of 6 items, on 3 consecutive weekly work samples, as measured by opportunity-by-opportunity data collected weekly during data units.
Baseline: 3 of 6 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 Visual-Motor & Visual-Perceptual Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Visual-Motor & Visual-Perceptual Skills
- Baseline
- 3 of 6 opportunities.
- Annual goal342 characters
- By the annual IEP review date, given a bar graph with 6 bars and a labeled scale, the student will find the value of each bar by tracking straight across from the top of the bar to the scale independently on 6 of 6 items, on 3 consecutive weekly work samples, as measured by opportunity-by-opportunity data collected weekly during data units.
- Timeframe
- By the annual IEP review date
- Condition
- Given a bar graph with 6 bars and a labeled scale
- Behavior
- The student will find the value of each bar by tracking straight across from the top of the bar to the scale independently
- Criteria
- On 6 of 6 items, on 3 consecutive weekly work samples
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during data units
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:
- on 6 of 6 items
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly during data units
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a bar graph with 6 bars and a labeled scale, the student will find the value of each bar by tracking straight across from the top of the bar to the scale independently on 6 of 6 items, on 3 consecutive weekly work samples, as measured by opportunity-by-opportunity data collected weekly during data units.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.