Follow a picture routine to solve problems
When to use this goal
For students with significant support needs who solve functional story problems when guided step by step and need a routine they can run with picture supports. Present levels in numeral identification, calculator entry and choosing between add and subtract decide readiness.
- Baseline
- Mark each step independent, prompted or not done over three problems. Record the prompt level needed for each step.
- Tips
- Use real contexts the student meets (snack money, class store). Fade prompts one step at a time.
- Limits
- Covers one-step add and subtract problems. Choosing the operation is the hardest step; it may need its own objective.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-062.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a one-step functional story problem read aloud, such as buying two items, with picture cards and a calculator, the student will complete the steps of the picture-supported problem routine, performing all 5 steps independently, on 3 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
Baseline: 1 of 5 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
- 1 of 5 steps independently.
- Annual goal355 characters
- By the annual IEP review date, given a one-step functional story problem read aloud, such as buying two items, with picture cards and a calculator, the student will complete the steps of the picture-supported problem routine, performing all 5 steps independently, on 3 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a one-step functional story problem read aloud, such as buying two items, with picture cards and a calculator
- Behavior
- The student will complete the steps of the picture-supported problem routine
- Criteria
- Performing all 5 steps independently, on 3 consecutive sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
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 5 steps independently
- Mastery rule:
- on 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a one-step functional story problem read aloud, such as buying two items, with picture cards and a calculator, the student will complete the steps of the picture-supported problem routine, performing all 5 steps independently, on 3 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
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. Listens to or reads the problem | ||||||||
| 2. Finds the two numbers on the picture card | ||||||||
| 3. Chooses the add or subtract picture | ||||||||
| 4. Enters the numbers and operation on the calculator | ||||||||
| 5. Says, signs or selects the answer with a label | ||||||||
| 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: 5 of 5).
- 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.