Graph own progress data each week
When to use this goal
For students who have a goal and a weekly score or count but leave the tracking to adults. Present levels in graph reading and number sense decide whether the graph is a bar chart, a line graph or a filled-in thermometer; grade does not.
- Baseline
- Watch two check-ins with no help and mark each step. Separate graphing errors (wrong week, wrong height) from steps the student skips, because they need different teaching.
- Tips
- Graph a goal the student cares about, including an IEP goal, so the data belong to them. Bring the graph to IEP and progress meetings; tn-sd-039 builds on it. Keep the graph format the same all year.
- Limits
- Scores the tracking routine, not the goal itself. Students who graph without reading the trend can score well on the plotting steps alone, so look at the trend step separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-003.
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Goal
By the annual IEP review date, during a weekly data check-in, given own goal graph and the week's score or count, the student will record the week's score on own goal graph and say what the trend shows, performing at least 6 of 7 steps independently, across 3 consecutive weekly check-ins, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Self-Determination.
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
- Transition & Postsecondary Skills - Self-Determination
- Baseline
- 2 of 7 steps independently.
- Annual goal348 characters
- By the annual IEP review date, during a weekly data check-in, given own goal graph and the week's score or count, the student will record the week's score on own goal graph and say what the trend shows, performing at least 6 of 7 steps independently, across 3 consecutive weekly check-ins, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly data check-in, given own goal graph and the week's score or count
- Behavior
- The student will record the week's score on own goal graph and say what the trend shows
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive weekly check-ins
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive weekly check-ins
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a weekly data check-in, given own goal graph and the week's score or count, the student will record the week's score on own goal graph and say what the trend shows, performing at least 6 of 7 steps independently, across 3 consecutive weekly check-ins, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Opens own goal folder or tracking file | ||||||||
| 2. Finds the week's score or count on the work sample or log | ||||||||
| 3. Plots the point at the correct week | ||||||||
| 4. Connects the point to the previous week's point | ||||||||
| 5. Compares the point with the goal line | ||||||||
| 6. States the trend (going up, flat or going down) in one sentence | ||||||||
| 7. Returns the folder or saves the file | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.