Solve mixed problems by checking the sign first
When to use this goal
For students who can add and subtract but make sign errors on mixed pages, adding when the problem says subtract. Present levels show whether errors on mixed sets come from the sign rather than the computation.
- Baseline
- Score sign errors separately from computation errors. If most errors are computation errors, this is not the right goal.
- Tips
- Fade the two-color support before the annual goal. Students with attention needs often do well with the circle-the-sign step as a permanent habit.
- Limits
- Measures correct operation choice, not computation accuracy. Mixed pages at a frustration level will show other errors.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-033.
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Goal
By the annual IEP review date, given a worksheet of 20 mixed addition and subtraction problems at the student's instructional level, the student will circle or highlight the sign of each problem before solving it and write each answer independently with at least 95% accuracy on problems solved with the correct operation, on 4 of 5 consecutive work samples, 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 Addition & Subtraction.
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
- Math - Addition & Subtraction
- Baseline
- 60% accuracy.
- Annual goal412 characters
- By the annual IEP review date, given a worksheet of 20 mixed addition and subtraction problems at the student's instructional level, the student will circle or highlight the sign of each problem before solving it and write each answer independently with at least 95% accuracy on problems solved with the correct operation, on 4 of 5 consecutive work samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a worksheet of 20 mixed addition and subtraction problems at the student's instructional level
- Behavior
- The student will circle or highlight the sign of each problem before solving it and write each answer independently
- Criteria
- With at least 95% accuracy on problems solved with the correct operation, on 4 of 5 consecutive work samples
- 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 solved with the correct operation
- Mastery rule:
- on 4 of 5 consecutive work samples
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a worksheet of 20 mixed addition and subtraction problems at the student's instructional level, the student will circle or highlight the sign of each problem before solving it and write each answer independently with at least 95% accuracy on problems solved with the correct operation, on 4 of 5 consecutive work samples, 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.