Use a self-check checklist after multi-step problems
When to use this goal
For students who solve multi-step problems but hand in work with skipped steps, missing labels or unanswered questions. Present levels in multi-step problems and observation of checking habits decide readiness.
- Baseline
- An opportunity is one problem. Score it when the checklist is used and at least the items that apply are checked. Record errors found and fixed.
- Tips
- Keep the checklist to four or five items. Co-write it with the student so they own it.
- Limits
- Checklist use can become a routine tick-box; spot-check that fixes are real.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-033.
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Goal
By the annual IEP review date, after solving each multi-step word problem during independent math work, the student will go through each checklist item (answered the question, all steps done, labels, reasonable) and fix anything missing before handing in independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks, as measured by direct observation collected weekly.
Baseline: 1 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
- 1 of 5 opportunities.
- Annual goal391 characters
- By the annual IEP review date, after solving each multi-step word problem during independent math work, the student will go through each checklist item (answered the question, all steps done, labels, reasonable) and fix anything missing before handing in independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After solving each multi-step word problem during independent math work
- Behavior
- The student will go through each checklist item (answered the question, all steps done, labels, reasonable) and fix anything missing before handing in independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks
- Evaluation method
- Direct observation
- 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 4 of 5 opportunities
- Mastery rule:
- on 3 of 4 consecutive weekly checks
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, after solving each multi-step word problem during independent math work, the student will go through each checklist item (answered the question, all steps done, labels, reasonable) and fix anything missing before handing in independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks, as measured by direct observation 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 | # + (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.