Check an answer with a second strategy
When to use this goal
For students who are accurate when they check but never do, and whose first attempt is often wrong. Present levels should show the student has two usable strategies for the problem type (for example, equation and diagram).
- Baseline
- Across two or three sets, count problems with visible checking and whether mismatches were resolved. If the student repeats the same method, that is not a second check; define the accepted second methods on the data sheet.
- Tips
- An opportunity is one problem; it is scored when the second method is shown and the comparison made. Keep sets short because checking doubles the work.
- Limits
- Does not measure accuracy directly. Students may check only easy problems; note which get checked.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-021.
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Goal
By the annual IEP review date, after solving a word problem during independent math work, the student will solve the problem a second way, compare the two answers, and correct any mismatch independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by direct observation collected twice weekly.
Baseline: 0 of 5 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. Direct observation 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
- 0 of 5 opportunities.
- Annual goal341 characters
- By the annual IEP review date, after solving a word problem during independent math work, the student will solve the problem a second way, compare the two answers, and correct any mismatch independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After solving a word problem during independent math work
- Behavior
- The student will solve the problem a second way, compare the two answers, and correct any mismatch independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Direct observation
- Schedule
- Twice 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, after solving a word problem during independent math work, the student will solve the problem a second way, compare the two answers, and correct any mismatch independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by direct observation collected twice 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 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.