Answer questions using a chart, map, or diagram
When to use this goal
For students who skip the graphics in textbooks and articles or cannot pull a specific answer from a table, map, or labeled diagram. Base the choice on content-area performance and observation; it matters most in middle and high school science and social studies.
- Baseline
- Probe charts, maps, and diagrams separately; most students are uneven across them. Write questions that need the graphic (not the surrounding text) to answer. Note whether the student reads the title and key before answering, which is the key habit to teach.
- Tips
- Teach a routine: title, key, labels, then question. Use the graphics from the student's own textbooks and tests. Coordinate with math on reading graphs and scales.
- Limits
- Graphic difficulty varies enormously; keep the type constant within a probe set. Some questions require calculation, which is a math skill. Does not measure comprehension of the accompanying text.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-020.
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Goal
By the annual IEP review date, given a chart, table, or graph from a current content-area text and 5 questions whose answers are in it, the student will state the answer to each question and point to where it was found in the graphic independently with at least 85% accuracy on graphic-based questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 35% 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 Reading Comprehension.
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
- Reading - Reading Comprehension
- Baseline
- 35% accuracy.
- Annual goal395 characters
- By the annual IEP review date, given a chart, table, or graph from a current content-area text and 5 questions whose answers are in it, the student will state the answer to each question and point to where it was found in the graphic independently with at least 85% accuracy on graphic-based 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 chart, table, or graph from a current content-area text and 5 questions whose answers are in it
- Behavior
- The student will state the answer to each question and point to where it was found in the graphic independently
- Criteria
- With at least 85% accuracy on graphic-based 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 85% accuracy on graphic-based 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 chart, table, or graph from a current content-area text and 5 questions whose answers are in it, the student will state the answer to each question and point to where it was found in the graphic independently with at least 85% accuracy on graphic-based 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.