Spot the operation sign before solving
When to use this goal
For students who add when the problem says subtract (or the reverse) on mixed worksheets because they do not notice the sign, even though they can do both operations. Fit depends on an error analysis showing sign errors, not grade.
- Baseline
- Analyze two mixed worksheets: count problems solved with the wrong operation, separate from computation errors. If wrong-operation errors are rare, this goal is not the need.
- Tips
- Highlighting the sign first is a lasting strategy. Color-coding signs is a good starting support. Pair with computation goals in the math area.
- Limits
- Only addresses sign attention, not computation. Some wrong-operation errors are conceptual; check with the math teacher.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-026.
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Goal
By the annual IEP review date, given a worksheet of 20 mixed addition and subtraction problems, the student will circle or highlight the operation sign in each problem before solving it independently with at least 95% accuracy on problems solved with the operation the sign shows, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from math work.
Baseline: 60% 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 Visual-Motor & Visual-Perceptual Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Visual-Motor & Visual-Perceptual Skills
- Baseline
- 60% accuracy.
- Annual goal387 characters
- By the annual IEP review date, given a worksheet of 20 mixed addition and subtraction problems, the student will circle or highlight the operation sign in each problem before solving it independently with at least 95% accuracy on problems solved with the operation the sign shows, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from math work.
- Timeframe
- By the annual IEP review date
- Condition
- Given a worksheet of 20 mixed addition and subtraction problems
- Behavior
- The student will circle or highlight the operation sign in each problem before solving it independently
- Criteria
- With at least 95% accuracy on problems solved with the operation the sign shows, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from math work
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 95% accuracy on problems solved with the operation the sign shows
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly from math work
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a worksheet of 20 mixed addition and subtraction problems, the student will circle or highlight the operation sign in each problem before solving it independently with at least 95% accuracy on problems solved with the operation the sign shows, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from math work.
| 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.