Figure out how much material a project needs
When to use this goal
For students in life skills, trades or art classes who need to work out how much paint, fencing, carpet or fabric to buy. Present levels in area and perimeter and in division with rounding up decide readiness.
- Baseline
- Record area-versus-perimeter mix-ups and failing to round up. Use real product labels.
- Tips
- Coordinate with the CTE or art teacher. Measuring the real space adds a measurement goal.
- Limits
- Real projects need waste allowances; add them only when the basic steps are steady.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-049.
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Goal
By the annual IEP review date, given 6 project descriptions with measurements and the coverage or length of one package, with a calculator, the student will find the area or length needed, divide by the amount per package, round up, and state how many packages to buy independently with at least 80% accuracy on project problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 20% 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
- 20% accuracy.
- Annual goal422 characters
- By the annual IEP review date, given 6 project descriptions with measurements and the coverage or length of one package, with a calculator, the student will find the area or length needed, divide by the amount per package, round up, and state how many packages to buy independently with at least 80% accuracy on project problems, 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 6 project descriptions with measurements and the coverage or length of one package, with a calculator
- Behavior
- The student will find the area or length needed, divide by the amount per package, round up, and state how many packages to buy independently
- Criteria
- With at least 80% accuracy on project problems, 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 80% accuracy on project problems
- 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 6 project descriptions with measurements and the coverage or length of one package, with a calculator, the student will find the area or length needed, divide by the amount per package, round up, and state how many packages to buy independently with at least 80% accuracy on project problems, 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.