Solve a non-routine problem and show the strategy
When to use this goal
For students who do well on routine problems but give up on puzzles and problems that do not match a taught type. Present levels in computation and in at least two strategies decide readiness.
- Baseline
- Score two or three problems with a second scorer on one. Low revision scores show the student stops when the first idea fails.
- Tips
- Good for students who need challenge, including twice-exceptional students. The hint card lets the student ask for help on their terms.
- Limits
- Problems vary a lot in difficulty; keep a bank of similar problems.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-060.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a non-routine problem, such as a logic puzzle or a pattern problem, during small-group instruction, the student will try a strategy, record the work, change strategies if needed, and state an answer with a check independently, earning a score of at least 6 out of 8 on a 4-row problem-solving process rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 out of 8 rubric points.
- Annual goal474 characters
- By the annual IEP review date, given a non-routine problem, such as a logic puzzle or a pattern problem, during small-group instruction, the student will try a strategy, record the work, change strategies if needed, and state an answer with a check independently, earning a score of at least 6 out of 8 on a 4-row problem-solving process rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a non-routine problem, such as a logic puzzle or a pattern problem, during small-group instruction
- Behavior
- The student will try a strategy, record the work, change strategies if needed, and state an answer with a check independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row problem-solving process rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 6 out of 8 on a 4-row problem-solving process rubric (0 to 2 points per row)
- Mastery rule:
- on 3 of 4 consecutive scored samples
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a non-routine problem, such as a logic puzzle or a pattern problem, during small-group instruction, the student will try a strategy, record the work, change strategies if needed, and state an answer with a check independently, earning a score of at least 6 out of 8 on a 4-row problem-solving process rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Understanding: restates the problem and the conditions | Strategy: uses a strategy that fits and records the work | Revision: changes approach when stuck instead of stopping | Answer: states an answer and checks it against the conditions | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row problem-solving process rubric (0 to 2 points per row). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.