Follow the steps of long division
Live goal preview
By the annual IEP review date, given a three-digit by one-digit long division problem, the student will solve the problem by completing each step of the long division procedure without a cue card, performing at least 8 of 9 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 3 of 9 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 Multiplication & Division.
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 division facts but lose their place in the long division sequence. Present levels and error analysis, not grade, decide whether a step-by-step routine fits.
- Baseline considerations
- Observe two or three problems and mark each step independent, prompted, or missed. Note steps that are skipped on later cycles (for example, forgetting to bring down a digit) since those are common breakdown points.
- Usage notes
- Match the step list to the method taught in class. If partial quotients is the taught method, rewrite the steps rather than mixing methods.
- Known limitations
- Measures the procedure on one problem per probe, which is a small sample. Does not measure interpreting remainders in context.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ma-md-005.
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 8 of 9 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 by one-digit long division problem, the student will solve the problem by completing each step of the long division procedure without a cue card, performing at least 8 of 9 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. Writes the problem in long division format | ||||||||
| 2. Estimates how many times the divisor goes into the first digit or digits | ||||||||
| 3. Writes the quotient digit above the correct place | ||||||||
| 4. Multiplies the quotient digit by the divisor and records the product | ||||||||
| 5. Subtracts and checks that the difference is less than the divisor | ||||||||
| 6. Brings down the next digit | ||||||||
| 7. Repeats divide, multiply, subtract, and bring down until no digits remain | ||||||||
| 8. Records the remainder | ||||||||
| 9. Checks by multiplying the quotient by the divisor and adding the remainder | ||||||||
| 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: 8 of 9).
- 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.