Rewrite horizontal problems in aligned columns
When to use this goal
For students who can compute in columns but misalign numbers with different numbers of digits (1,204 + 37) when copying from a book, board or word problem. Present levels show whether errors come from alignment rather than computation.
- Baseline
- Score alignment and the answer separately at baseline. Include decimals if the student works with money (12.5 + 3.75).
- Tips
- Graph paper is a simple accommodation that can stay in place. The copy-from-text condition matters most for students with visual-motor needs.
- Limits
- Copying from a distance (the board) adds a visual-motor demand; coordinate with the occupational therapist when that is the main barrier.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-038.
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Goal
By the annual IEP review date, given 10 addition and subtraction problems written across the page with numbers of different lengths, the student will rewrite each problem in columns with ones under ones and solve it independently with at least 90% accuracy on aligned problems, on 4 of 5 consecutive work samples, as measured by work-sample analysis collected weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal367 characters
- By the annual IEP review date, given 10 addition and subtraction problems written across the page with numbers of different lengths, the student will rewrite each problem in columns with ones under ones and solve it independently with at least 90% accuracy on aligned problems, on 4 of 5 consecutive work samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 addition and subtraction problems written across the page with numbers of different lengths
- Behavior
- The student will rewrite each problem in columns with ones under ones and solve it independently
- Criteria
- With at least 90% accuracy on aligned problems, 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 90% accuracy on aligned problems
- 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 10 addition and subtraction problems written across the page with numbers of different lengths, the student will rewrite each problem in columns with ones under ones and solve it independently with at least 90% accuracy on aligned problems, 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.