Explain the steps used to solve a problem
When to use this goal
For students who can solve math or science problems but cannot say how they did it, which affects "explain your thinking" questions and group work. Base the choice on class work samples. For explaining a taught process in order, see sl-nar-012.
- Baseline
- After three problems the student solved correctly, ask how they did it and score each explanation. Students often say "I just knew" or repeat the answer; note whether a frame unlocks steps. Coordinate with the math teacher on what kind of explanation the class expects.
- Tips
- Score each row 0 to 2 as defined. Mathematical correctness is not scored; the explanation can describe a wrong method clearly. Use problems the student has already solved so the language, not the problem, is the task. Accept spoken, written, or AAC explanations.
- Limits
- Explaining thinking is hard for many students without a language need; interpret with the teacher. Problems vary in how many steps they have, so keep them comparable. The rubric does not score vocabulary precision.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-018.
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Goal
By the annual IEP review date, after solving a math problem at their level, when asked "How did you figure it out?", the student will explain the steps they used in order, naming what they did and why independently, earning a score of at least 5 out of 6 on a 3-row explaining-your-thinking rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly probes, as measured by a defined scoring rubric collected weekly.
Baseline: 2 out of 6 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 Expressive Language.
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
- Speech & Language - Expressive Language
- Baseline
- 2 out of 6 rubric points.
- Annual goal415 characters
- By the annual IEP review date, after solving a math problem at their level, when asked "How did you figure it out?", the student will explain the steps they used in order, naming what they did and why independently, earning a score of at least 5 out of 6 on a 3-row explaining-your-thinking rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly probes, as measured by a defined scoring rubric collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After solving a math problem at their level, when asked "How did you figure it out?"
- Behavior
- The student will explain the steps they used in order, naming what they did and why independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row explaining-your-thinking rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Weekly
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 5 out of 6 on a 3-row explaining-your-thinking rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after solving a math problem at their level, when asked "How did you figure it out?", the student will explain the steps they used in order, naming what they did and why independently, earning a score of at least 5 out of 6 on a 3-row explaining-your-thinking rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly probes, as measured by a defined scoring rubric collected weekly.
| Date | Task / sample | Steps are stated (0 = none, 1 = one or unclear, 2 = two or more clear steps) | Steps are in the order they were done | Says why at least one step was taken or what the result was | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row explaining-your-thinking rubric scored 0 to 2 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.