Try a second strategy on a stuck problem
When to use this goal
For students who repeat the same method on a math problem that is not working, then stop or erase everything. The student must have been taught at least two strategies for the problem type; present levels and the instructional level decide which strategies are on the menu.
- Baseline
- Give five problems where the most obvious method is likely to stall (a word problem better solved with a drawing) and watch what the student does when stuck. Record whether a different strategy appears on the page without a prompt.
- Tips
- Each stuck problem is one opportunity; met means a visibly different second strategy, whether or not the answer is right. Accuracy belongs in the math goal. Keep the first attempt on the page instead of erasing it so the switch is easy to see and score.
- Limits
- The student has to recognize being stuck; very fast guessers may never reach that point. Requires problems that are hard enough to stall but not beyond the student's skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-020.
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Goal
By the annual IEP review date, during independent math practice, when the first strategy tried does not lead to an answer within about 2 minutes, the student will stop the first strategy, choose a different strategy from the menu, and show the second attempt on the page independently in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Cognitive Flexibility.
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
- Executive Function - Cognitive Flexibility
- Baseline
- 1 of 5 opportunities.
- Annual goal420 characters
- By the annual IEP review date, during independent math practice, when the first strategy tried does not lead to an answer within about 2 minutes, the student will stop the first strategy, choose a different strategy from the menu, and show the second attempt on the page independently in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent math practice, when the first strategy tried does not lead to an answer within about 2 minutes
- Behavior
- The student will stop the first strategy, choose a different strategy from the menu, and show the second attempt on the page independently
- Criteria
- In at least 4 of 5 opportunities, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during independent math practice, when the first strategy tried does not lead to an answer within about 2 minutes, the student will stop the first strategy, choose a different strategy from the menu, and show the second attempt on the page independently in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.