Complete math work with a digital math tool
When to use this goal
For students whose handwriting or number alignment gets in the way of showing math work, who use a digital math tool (on-screen math notation, grid paper, or a talking calculator). Present levels compare work completed on paper and digitally.
- Baseline
- Compare a month of paper math work with digital work for completion and readability. Separate math errors from tool errors.
- Tips
- Math accuracy is measured in math goals; this goal is about getting the work done in a readable form.
- Limits
- Some tools do not fit every math topic. The AT specialist and team choose the tool from an AT assessment and trial data; the template measures what the student does with it, not the tool's quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-at-016.
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Goal
By the annual IEP review date, during math class, given an assignment in a digital math tool with on-screen grids and math symbols, the student will enter each problem and their work in the digital math tool and submit the assignment independently, completing at least 85% of assigned math problems, across 4 consecutive weeks, as measured by work-sample analysis collected weekly.
Baseline: 50% of assigned work.
- 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. Work completion 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 work completion 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 Assistive Technology Use.
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
- Vision, Hearing & Assistive Technology - Assistive Technology Use
- Baseline
- 50% of assigned work.
- Annual goal381 characters
- By the annual IEP review date, during math class, given an assignment in a digital math tool with on-screen grids and math symbols, the student will enter each problem and their work in the digital math tool and submit the assignment independently, completing at least 85% of assigned math problems, across 4 consecutive weeks, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During math class, given an assignment in a digital math tool with on-screen grids and math symbols
- Behavior
- The student will enter each problem and their work in the digital math tool and submit the assignment independently
- Criteria
- Completing at least 85% of assigned math problems, across 4 consecutive weeks
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records items completed and items assigned.
Accuracy tracker
Work completion- Student label:
- Target:
- completing at least 85% of assigned math problems
- Mastery rule:
- across 4 consecutive weeks
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during math class, given an assignment in a digital math tool with on-screen grids and math symbols, the student will enter each problem and their work in the digital math tool and submit the assignment independently, completing at least 85% of assigned math problems, across 4 consecutive weeks, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # math problems completed | # math problems assigned | % completedcompleted ÷ assigned × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record how many assigned items were completed and how many were assigned for the defined work period.
- 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.