High School Graphing and Data Goals
Browse CCS-aligned IEP goals and objectives for understanding and interpreting data.
High School Data and Graphing Goals
- Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. CCSS.MATH.CONTENT.HSS.ID.C.7
- There are a lot of really good resources out there for assessing this standard! This is a 55 page 8th grade packet, but you can pull the most useful pages. This is much shorter and has some really good interpretation questions. Finally, this is short but covers a decent bit of territory.
Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
Given the formula for finding the slope from a table, Susan can find and plot the slope. She needs teacher support to interpret the slope, answering questions about what the slope and intercepts mean with 25% accuracy.
For more baseline ideas, check out the IEP Success Kit!
- Given a graph of a linear model and notes on how to find the slope and intercepts, Name will interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data, by finding the slope, identifying the intercepts, and answering questions about what the slope and intercepts represent with 80% accuracy as measured by teacher observations and records CCSS.MATH.CONTENT.HSS.ID.C.7
- Make it easier: Focus just on finding the slopes and intercepts and not interpreting them or interpreting them but not finding them.
- Make it harder: Have the student create the graph from a table.
- Represent data with plots on the real number line (dot plots, histograms, and box plots). CCSS.MATH.CONTENT.HSS.ID.A.1
Note that dot plots are the easiest of them!
Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
Given an already completed dot plot on a set of data, Dion can identify how many items there are in the data set and which values are the most common. He has more difficulty creating his own dot plot and answering interpretation questions, scoring under 20% on a teacher created measure on these skills.
For more baseline ideas, check out the IEP Success Kit!
- Given a data set with 20 or fewer items, Name will represent data with plots on the real number line, creating a dot plot based on the data and using it to answer interpretation questions with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.HSS.ID.A.1
- Make it easier: Have the student answer questions about an already constructed dot plot, box plot, or histogram.
- Make it harder: Have the student create a box plot or histogram instead.
