Follow the steps of multi-digit subtraction with regrouping
Live goal preview
By the annual IEP review date, given a three-digit subtraction problem that requires regrouping, including across a zero, the student will complete each step of the written subtraction procedure without a cue card, performing at least 7 of 8 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 3 of 8 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Task-analysis steps is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Task-analysis checklist can produce task-analysis steps data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Addition & Subtraction.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- Fits students who know subtraction facts but skip or misorder steps in multi-digit subtraction, especially across zeros. Present levels and error analysis, not grade, decide whether a step-by-step routine is the right target.
- Baseline considerations
- Observe the student solving two or three problems while thinking aloud and mark each step as independent, prompted, or missed. Adjust the step list to match the procedure the student is taught so the checklist and instruction agree.
- Usage notes
- Use when accuracy data alone hide where the procedure breaks down. If the problem does not involve a zero, mark the across-zero step as not applicable and adjust the denominator in your notes.
- Known limitations
- Measures procedure, not number sense; a student can follow steps without knowing why regrouping works. Requires the adult to observe the work in progress.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ma-as-004.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a three-digit subtraction problem that requires regrouping, including across a zero, the student will complete each step of the written subtraction procedure without a cue card, performing at least 7 of 8 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Lines up the digits by place value | ||||||||
| 2. Starts in the ones column | ||||||||
| 3. Compares the top and bottom digits to decide whether to regroup | ||||||||
| 4. Regroups from the next place and records the change | ||||||||
| 5. Regroups across a zero when the next place is 0 | ||||||||
| 6. Subtracts in each column and records the digit | ||||||||
| 7. Repeats the compare-and-subtract sequence in the tens and hundreds | ||||||||
| 8. Checks the answer by adding the difference to the number subtracted | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 8).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.