Switch operations on a mixed practice page
When to use this goal
For students who solve a page of one problem type accurately but keep using the first operation or rule when a page mixes types. The student must be accurate on each type alone; present levels and the instructional level decide which types are mixed.
- Baseline
- Give a page of each type alone and then a mixed page. The gap between the single-type and mixed scores is the flexibility need; count switching errors (right steps, wrong operation) separately from computation slips.
- Tips
- Score switching errors as the main data; computation slips belong in the math goal. Circling signs first is a strategy to fade. Use the student's current skill levels so the only new demand is the switching.
- Limits
- Accuracy here reflects math skill too; keep the item difficulty below the student's frustration level. Measures switching on paper, not in daily life.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-031.
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Goal
By the annual IEP review date, given a mixed practice page of 20 items that switch between two operations the student can do separately, the student will read the sign or cue on each item and solve it with the matching operation or rule independently with at least 90% accuracy on items on a mixed-rule practice page, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 60% 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 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
- 60% accuracy.
- Annual goal408 characters
- By the annual IEP review date, given a mixed practice page of 20 items that switch between two operations the student can do separately, the student will read the sign or cue on each item and solve it with the matching operation or rule independently with at least 90% accuracy on items on a mixed-rule practice page, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a mixed practice page of 20 items that switch between two operations the student can do separately
- Behavior
- The student will read the sign or cue on each item and solve it with the matching operation or rule independently
- Criteria
- With at least 90% accuracy on items on a mixed-rule practice page, 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 90% accuracy on items on a mixed-rule practice page
- 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 a mixed practice page of 20 items that switch between two operations the student can do separately, the student will read the sign or cue on each item and solve it with the matching operation or rule independently with at least 90% accuracy on items on a mixed-rule practice page, 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.