Sort evidence as relevant or not
When to use this goal
For middle school students who accept any fact as support for a claim. Telling relevant from irrelevant evidence is the next step after finding claims. Present levels decide the text level.
- Baseline
- Chance is 50% on two-way labels; require an explanation for at least one choice per probe. Use statements on the same topic so relevance, not topic, is tested.
- Tips
- Follows the claim-and-reasons template.
- Limits
- Relevance can be debated; agree on a key.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-061.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a claim and 8 statements from an article, some relevant and some not, the student will label each statement as relevant or not relevant to the claim and explain one choice independently with at least 90% accuracy on evidence statements labeled correctly, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 50% 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
- 50% accuracy.
- Annual goal393 characters
- By the annual IEP review date, given a claim and 8 statements from an article, some relevant and some not, the student will label each statement as relevant or not relevant to the claim and explain one choice independently with at least 90% accuracy on evidence statements labeled correctly, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a claim and 8 statements from an article, some relevant and some not
- Behavior
- The student will label each statement as relevant or not relevant to the claim and explain one choice independently
- Criteria
- With at least 90% accuracy on evidence statements labeled correctly, on 3 of 4 consecutive biweekly 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 90% accuracy on evidence statements labeled correctly
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a claim and 8 statements from an article, some relevant and some not, the student will label each statement as relevant or not relevant to the claim and explain one choice independently with at least 90% accuracy on evidence statements labeled correctly, on 3 of 4 consecutive biweekly 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.