Write a sentence that states what a graph or table shows
When to use this goal
For students who can read a bar graph or table but write a number or a fragment when asked what it shows, in math, science, and social studies. Present levels should show the student can read the display; the goal targets the sentence.
- Baseline
- Give two probes of five displays. A sentence is correct when it is complete, uses a label or number from the display, and states something true about the data. Separate reading errors (wrong value) from writing errors (fragment, no reference to the data).
- Tips
- Use displays from the student's actual lessons so the sentences double as class work. Comparison sentences (more than, fewer than, the most) are the most useful set to teach. The frame is a strong support; fade it if the goal is independent.
- Limits
- Reading the display is a math skill and inaccurate sentences may reflect that. Displays vary in complexity. Five items per probe give coarse percentages.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-027.
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Goal
By the annual IEP review date, given five graphs or tables from a current math or science lesson, the student will write one complete sentence for each display that states a true fact or comparison shown by the data, using numbers or labels from the display independently with at least 80% accuracy on data displays, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 20% 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 Sentence Construction.
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
- Writing - Sentence Construction
- Baseline
- 20% accuracy.
- Annual goal407 characters
- By the annual IEP review date, given five graphs or tables from a current math or science lesson, the student will write one complete sentence for each display that states a true fact or comparison shown by the data, using numbers or labels from the display independently with at least 80% accuracy on data displays, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given five graphs or tables from a current math or science lesson
- Behavior
- The student will write one complete sentence for each display that states a true fact or comparison shown by the data, using numbers or labels from the display independently
- Criteria
- With at least 80% accuracy on data displays, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- 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 80% accuracy on data displays
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given five graphs or tables from a current math or science lesson, the student will write one complete sentence for each display that states a true fact or comparison shown by the data, using numbers or labels from the display independently with at least 80% accuracy on data displays, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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.