Decide whether a situation needs an estimate or an exact answer
When to use this goal
For students who compute exact answers to the cent when a quick estimate would do, or who estimate when a bill must be exact. Present levels in rounding and estimation decide readiness.
- Baseline
- Because the decision is two-choice, chance is 50%; require a reason for credit so guessing does not count. Agree on the answer key as a team, since some situations are debatable, and keep only clear cases in the probe.
- Tips
- Pairs with the estimation and reasonableness templates. In community settings, the enough-money decision is the most frequent real use.
- Limits
- Judgment items depend on the scenarios chosen; two adults should agree on the key before data collection. Does not measure the quality of the estimate itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-016.
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Goal
By the annual IEP review date, given 10 short situations such as checking whether there is enough money, splitting a bill, or timing a trip, the student will state whether an estimate or an exact answer is needed and give one reason independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 4 of 10 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 4 of 10 opportunities.
- Annual goal393 characters
- By the annual IEP review date, given 10 short situations such as checking whether there is enough money, splitting a bill, or timing a trip, the student will state whether an estimate or an exact answer is needed and give one reason independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 short situations such as checking whether there is enough money, splitting a bill, or timing a trip
- Behavior
- The student will state whether an estimate or an exact answer is needed and give one reason independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. 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:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 short situations such as checking whether there is enough money, splitting a bill, or timing a trip, the student will state whether an estimate or an exact answer is needed and give one reason independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (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. Sheets print blank; no student data is stored.