Answer how-much questions during real activities
When to use this goal
For older students with significant support needs who solve problems in class but not in the moment during community or job activities ("do we need 2 or 3 packs?"). Present levels in one-step problems with a calculator decide readiness.
- Baseline
- Plan at least five natural questions per activity. Record the question type and the tool used.
- Tips
- Real questions build generalization from class problems. Staff should wait a few seconds before helping.
- Limits
- Questions vary; keep a log so difficulty stays similar.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-070.
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Goal
By the annual IEP review date, during a community outing, cooking session or job task, when staff ask a one-step how-much or how-many question, the student will figure out the answer with counting, a calculator or a number line and act on it independently in at least 4 of 5 opportunities, on 3 consecutive outings or shifts, 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 goal377 characters
- By the annual IEP review date, during a community outing, cooking session or job task, when staff ask a one-step how-much or how-many question, the student will figure out the answer with counting, a calculator or a number line and act on it independently in at least 4 of 5 opportunities, on 3 consecutive outings or shifts, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a community outing, cooking session or job task, when staff ask a one-step how-much or how-many question
- Behavior
- The student will figure out the answer with counting, a calculator or a number line and act on it independently
- Criteria
- In at least 4 of 5 opportunities, on 3 consecutive outings or shifts
- 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 consecutive outings or shifts
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a community outing, cooking session or job task, when staff ask a one-step how-much or how-many question, the student will figure out the answer with counting, a calculator or a number line and act on it independently in at least 4 of 5 opportunities, on 3 consecutive outings or shifts, 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.