Explain how a problem was solved
When to use this goal
For students who get answers but cannot say how, which matters for class discussion, constructed-response items and catching their own errors. Present levels in oral and written expression decide whether the explanation is spoken, written or dictated.
- Baseline
- Score two or three explanations with the rubric and have a second adult score one to check agreement. Note whether the student restates the steps ("I added") without a reason; the reason row is usually the lowest at baseline.
- Tips
- Accept spoken explanations recorded by an adult when writing is a barrier, and note the mode. The sentence frame can stay as a permanent support for some students.
- Limits
- Rubric scores depend on the scorer and on problem difficulty; keep problems comparable. Students with expressive language needs may know the method and lack the words; coordinate with the speech-language pathologist.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-010.
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Goal
By the annual IEP review date, after solving a one- or two-step word problem during small-group math instruction, the student will explain in words or writing what the problem asked, which operation was used and why, and what the answer means independently, earning a score of at least 5 out of 6 on a 3-row math explanation rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 6 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 Math Problem Solving.
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 - Math Problem Solving
- Baseline
- 2 out of 6 rubric points.
- Annual goal461 characters
- By the annual IEP review date, after solving a one- or two-step word problem during small-group math instruction, the student will explain in words or writing what the problem asked, which operation was used and why, and what the answer means independently, earning a score of at least 5 out of 6 on a 3-row math explanation rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After solving a one- or two-step word problem during small-group math instruction
- Behavior
- The student will explain in words or writing what the problem asked, which operation was used and why, and what the answer means independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row math explanation rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 5 out of 6 on a 3-row math explanation rubric (0 to 2 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, after solving a one- or two-step word problem during small-group math instruction, the student will explain in words or writing what the problem asked, which operation was used and why, and what the answer means independently, earning a score of at least 5 out of 6 on a 3-row math explanation rubric (0 to 2 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: states what the problem asked | Method: names the operation or strategy and gives a reason that fits the problem | Answer: states the answer with its label and what it means | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row math explanation rubric (0 to 2 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. Sheets print blank; no student data is stored.