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Identify the problem type and operation before solving

Unreviewed draft3-5, 6-8Opportunities
Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Number of opportunities in which the behavior is demonstrated, out of a fixed number.

Measurement method

Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, when given a one-step word problem, before solving it, the student will name the problem type (total, difference, change, equal groups, or comparison) and the operation to use independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.

Baseline: 4 of 10 opportunities.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

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. Opportunities 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. Opportunity (trial) recording can produce opportunities 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 rely on key words or pick operations at random. Present levels, including which problem types have been taught, decide fit; grade does not.
Baseline considerations
Present 10 problems of mixed types and record the type and operation the student names before computing. Include problems where key words point to the wrong operation to see whether the student relies on them.
Usage notes
Use the problem-type names your classroom uses. The student does not need to compute for an opportunity to be scored.
Known limitations
Correct identification does not ensure correct computation or answers. Only covers the problem types that have been taught.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID ma-ps-004.

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.

Build objectives by

Matching data sheet

Opportunity tracker. Your goal counts opportunities, so the sheet has one box per opportunity in each session.

Opportunity tracker

Opportunities
Student label:
 
Target:
in at least 8 of 10 opportunities
Mastery rule:
across 3 consecutive data collection sessions
Collection schedule:
twice weekly
Method:
Opportunity (trial) recording
Data collector:
 

Goal: By the annual IEP review date, when given a one-step word problem, before solving it, the student will name the problem type (total, difference, change, equal groups, or comparison) and the operation to use independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.

Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred

Opportunity tracker
DateActivity / context12345678910# + (of 10)Notes

Preview shows 4 of 12 rows.

  • Record up to 10 opportunities per session, matching the goal's denominator.
  • Define in advance what counts as an opportunity so every data collector records the same thing.
  • Count only + marks toward the criterion unless the goal specifies prompted responses.

The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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