Copy math problems without number errors
When to use this goal
For students whose present levels show wrong answers caused by copying the problem wrong from the textbook or board (swapped digits, dropped signs, wrong line). Use when the math itself is accurate on given problems. Present levels, not grade, decide the problem length.
- Baseline
- Compare copied problems with the source on at least three assignments and count problems copied with no errors. Note error types; swapped digits suggest holding the number, wrong problems suggest losing place.
- Tips
- Score copying, not solving: a problem copied correctly and solved wrongly is correct here. Teach the say-it-in-chunks strategy. Printed worksheets remain a reasonable accommodation when copying is not the point.
- Limits
- Visual and fine motor needs can cause copying errors; rule them out. Board copying is harder than desk copying; compare like with like.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-033.
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Goal
By the annual IEP review date, given 10 problems to copy from a textbook page onto paper, the student will copy each problem with every digit, sign, and decimal in the right place independently with at least 95% accuracy on problems copied correctly, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 70% 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 Working Memory Strategies.
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 - Working Memory Strategies
- Baseline
- 70% accuracy.
- Annual goal341 characters
- By the annual IEP review date, given 10 problems to copy from a textbook page onto paper, the student will copy each problem with every digit, sign, and decimal in the right place independently with at least 95% accuracy on problems copied correctly, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 problems to copy from a textbook page onto paper
- Behavior
- The student will copy each problem with every digit, sign, and decimal in the right place independently
- Criteria
- With at least 95% accuracy on problems copied correctly, 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 95% accuracy on problems copied correctly
- 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 10 problems to copy from a textbook page onto paper, the student will copy each problem with every digit, sign, and decimal in the right place independently with at least 95% accuracy on problems copied correctly, 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.