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Complete a mixed addition and subtraction computation probe

Unreviewed draftK-2, 3-5, 6-8Rate (per minute)
Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Count of correct responses per minute on a timed task.

Measurement method

Brief, standardized probes given at regular intervals and scored the same way each time.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, given a 4-minute mixed addition and subtraction computation probe at the student's instructional level, the student will write the answer to each problem on the probe independently at a rate of at least 14 digits correct per minute, on 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

Baseline: 6 digits correct per minute.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

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. Rate (per minute) 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. Curriculum-based measurement can produce rate (per minute) 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 need a general computation progress measure across several addition and subtraction problem types. Select the probe level from survey-level assessment so the student is neither at floor nor at ceiling; grade level is not the deciding factor.
Baseline considerations
Give three alternate forms at the chosen level and use the median. If the probe comes from a published tool, check the publisher's scoring rules and any growth information it provides rather than inventing a target.
Usage notes
Good as a general outcome measure alongside a narrower skill goal. Use alternate forms of equal difficulty and the same timing every week.
Known limitations
A general probe mixes problem types, so it shows overall growth but not which skill changed. Digits-correct scoring rules vary by publisher; use one rule consistently.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID ma-as-006.

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.

Build objectives by

Matching data sheet

Frequency & rate tracker. Your goal is a per-minute rate, so the sheet records timing length and number correct.

Frequency & rate tracker

Rate (per minute)
Student label:
 
Target:
at a rate of at least 14 digits correct per minute
Mastery rule:
on 3 of 4 consecutive weekly probes
Collection schedule:
weekly
Method:
Curriculum-based measurement
Data collector:
 

Goal: By the annual IEP review date, given a 4-minute mixed addition and subtraction computation probe at the student's instructional level, the student will write the answer to each problem on the probe independently at a rate of at least 14 digits correct per minute, on 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

Frequency & rate tracker
DateProbe / formTiming (min)# correct# errorsCorrect per minute# correct ÷ minutesSupport levele.g., independent, 1 verbal promptNotes

Preview shows 4 of 12 rows.

  • Use the same timing length and probe type every session.
  • Rate = number correct ÷ minutes timed.
  • Target unit: digits correct per minute.

The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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