Complete a multiplication and division computation probe
When to use this goal
For students working on grade-level computation who need progress data across the mix of skills, not one skill at a time. Present levels on a computation probe at the student's instructional level decide the probe level.
- Baseline
- Give three probes and use the median. Score digits correct in the answer and in the work if the probe rules allow it, and use the same rule all year.
- Tips
- Use alternate forms of the same probe each week. Graph the data with an aim line from baseline to goal.
- Limits
- A mixed probe does not show which skill is weak; look at the items as well as the score.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-051.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a 4-minute mixed computation probe of multiplication and division problems at the student's instructional level (total divided by 4 for the per-minute rate), the student will write answers to as many problems as possible independently at a rate of at least 20 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 8 digits correct per minute.
- 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. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Curriculum-based measurement gives rate (per minute) 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 Multiplication & Division.
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 - Multiplication & Division
- Baseline
- 8 digits correct per minute.
- Annual goal429 characters
- By the annual IEP review date, given a 4-minute mixed computation probe of multiplication and division problems at the student's instructional level (total divided by 4 for the per-minute rate), the student will write answers to as many problems as possible independently at a rate of at least 20 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 4-minute mixed computation probe of multiplication and division problems at the student's instructional level (total divided by 4 for the per-minute rate)
- Behavior
- The student will write answers to as many problems as possible independently
- Criteria
- At a rate of at least 20 digits correct per minute, in 3 of 4 consecutive weekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 20 digits correct per minute
- Mastery rule:
- in 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 computation probe of multiplication and division problems at the student's instructional level (total divided by 4 for the per-minute rate), the student will write answers to as many problems as possible independently at a rate of at least 20 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
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. Sheets print blank; no student data is stored.