Solve a mixed set of schema-based word problems
When to use this goal
For students taught schema diagrams (total, difference, change, equal groups, comparison) who use them on single-type sets but not when types are mixed. Present levels on single-type sets decide readiness.
- Baseline
- Score the problem type and the answer separately. Mixed sets show whether the student chooses a diagram from the structure or from a keyword.
- Tips
- This is the step that makes schema instruction pay off. Use the diagrams and names the class uses.
- Limits
- Reading load affects results; read aloud when reading is not the target.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-029.
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Goal
By the annual IEP review date, given 10 one- and two-step word problems mixing at least four problem types, with text read aloud on request, the student will name the problem type, fill in the matching diagram, write an equation, and solve each problem independently with at least 80% accuracy on mixed word problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 30% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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
- 30% accuracy.
- Annual goal408 characters
- By the annual IEP review date, given 10 one- and two-step word problems mixing at least four problem types, with text read aloud on request, the student will name the problem type, fill in the matching diagram, write an equation, and solve each problem independently with at least 80% accuracy on mixed word problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 one- and two-step word problems mixing at least four problem types, with text read aloud on request
- Behavior
- The student will name the problem type, fill in the matching diagram, write an equation, and solve each problem independently
- Criteria
- With at least 80% accuracy on mixed word problems, on 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on mixed word problems
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 one- and two-step word problems mixing at least four problem types, with text read aloud on request, the student will name the problem type, fill in the matching diagram, write an equation, and solve each problem independently with at least 80% accuracy on mixed word problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.