Decide whether a problem has enough information
When to use this goal
For students who compute with whatever numbers they find, even when the problem cannot be solved. Present levels in identifying the question and needed information decide readiness.
- Baseline
- Score the decision and the missing fact. Record when the student invents a number to make a problem work.
- Tips
- The where-to-find-it behavior ties to real life: check the price tag, ask the cashier, look at the schedule.
- Limits
- Language-heavy; use short problems.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-031.
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Goal
By the annual IEP review date, given 10 word problems, some missing a needed fact, with text read aloud on request, the student will mark each problem as solvable or not, solve the solvable ones, and name the missing fact for the others independently with at least 85% accuracy on enough-information decisions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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 goal403 characters
- By the annual IEP review date, given 10 word problems, some missing a needed fact, with text read aloud on request, the student will mark each problem as solvable or not, solve the solvable ones, and name the missing fact for the others independently with at least 85% accuracy on enough-information decisions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 word problems, some missing a needed fact, with text read aloud on request
- Behavior
- The student will mark each problem as solvable or not, solve the solvable ones, and name the missing fact for the others independently
- Criteria
- With at least 85% accuracy on enough-information decisions, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on enough-information decisions
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 word problems, some missing a needed fact, with text read aloud on request, the student will mark each problem as solvable or not, solve the solvable ones, and name the missing fact for the others independently with at least 85% accuracy on enough-information decisions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.