Solve math problems that come up at work
When to use this goal
For students in work-based learning who meet unplanned math problems at work (not enough supplies, a changed order) and either stop or ask without trying. Present levels in one- and two-step problems with a calculator decide readiness.
- Baseline
- Plan problems with the job coach so data can be collected. Mark each step independent, prompted or missed.
- Tips
- Asking the supervisor is a good choice when the math does not settle the problem; the last step allows it.
- Limits
- Real problems vary in difficulty; record each one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-054.
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Goal
By the annual IEP review date, at a work-based learning site, when a math problem comes up during a task, the student will complete the steps of the job-site problem-solving routine, performing all 6 steps independently, on 3 consecutive job-site problems, as measured by a task-analysis checklist collected weekly at the work site.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal332 characters
- By the annual IEP review date, at a work-based learning site, when a math problem comes up during a task, the student will complete the steps of the job-site problem-solving routine, performing all 6 steps independently, on 3 consecutive job-site problems, as measured by a task-analysis checklist collected weekly at the work site.
- Timeframe
- By the annual IEP review date
- Condition
- At a work-based learning site, when a math problem comes up during a task
- Behavior
- The student will complete the steps of the job-site problem-solving routine
- Criteria
- Performing all 6 steps independently, on 3 consecutive job-site problems
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly at the work site
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- on 3 consecutive job-site problems
- Collection schedule:
- weekly at the work site
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a work-based learning site, when a math problem comes up during a task, the student will complete the steps of the job-site problem-solving routine, performing all 6 steps independently, on 3 consecutive job-site problems, as measured by a task-analysis checklist collected weekly at the work site.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Says what the problem is | ||||||||
| 2. Finds the numbers needed (count, label, order sheet) | ||||||||
| 3. Chooses the operation | ||||||||
| 4. Solves with a calculator or on paper | ||||||||
| 5. Checks that the answer makes sense | ||||||||
| 6. Acts on the answer or tells the supervisor the result | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.