Solve multi-step word problems with a complete written solution
Live goal preview
By the annual IEP review date, given a two-step word problem that requires two different operations, the student will write a complete solution that shows a plan, the work for each step, and a labeled answer independently, earning a score of at least 9 out of 12 on a 4-row multi-step problem rubric (0–3 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 12 rubric points.
- 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. Rubric score 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. Rubric scoring can produce rubric score 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 Math Problem Solving.
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 solve one-step problems but lose track in multi-step problems or leave answers unlabeled. Choose computation demands from present levels; a calculator support can keep the focus on reasoning.
- Baseline considerations
- Score two or three problems of similar difficulty with the rubric and note which rows are lowest. Write anchor examples for each score level so different adults score the same way.
- Usage notes
- If computation is not the need, allow a calculator and note it; the computation row then reflects entry accuracy. Score two problems per sample when time allows and average the scores.
- Known limitations
- Rubric scores depend on scorer judgment and problem difficulty; keep problems comparable over time. Does not separate reading demands from math reasoning unless problems are read aloud.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ma-ps-003.
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
Rubric tracker. Your goal is a rubric score, so the sheet scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 9 out of 12 on a 4-row multi-step problem rubric (0–3 points per row)
- Mastery rule:
- on 3 of 4 consecutive scored samples
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a two-step word problem that requires two different operations, the student will write a complete solution that shows a plan, the work for each step, and a labeled answer independently, earning a score of at least 9 out of 12 on a 4-row multi-step problem rubric (0–3 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Question and information: identifies what is asked and the information needed | Plan: chooses the operations and the order of steps | Computation: completes each step accurately | Answer: writes the final answer with a label and checks that it is reasonable | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row multi-step problem rubric (0–3 points per row). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.