IEP goals for high school math (algebra and beyond)
By the IEP Atlas editorial teamLast updated
Short answer
A high school math IEP goal targets the algebra or applied skill blocking access to the course, with a fixed probe and a criterion from the baseline. Example: given 10 two-step equations with integers, the student will solve 8 of 10 using an undo-steps checklist on 3 consecutive weekly probes, up from 3 of 10.
High school math goals carry two jobs at once. They have to support access to Algebra 1, Geometry or a consumer math course, and they have to build skills the student will use after graduation. A goal copied from the course syllabus does neither. A goal built from the student's actual errors does both.
The 20 goals below cover the skills that most often block high school students: expressions, equations, linear functions, systems and applied math. Each shows the condition, the behavior, a criterion with its denominator, an illustrative baseline and a link to the full template. The numbers are illustrations, not benchmarks. For younger students and other math areas, see the math IEP goals pillar.
What a strong high school math goal looks like
The IEP goal must be measurable and designed to let the student be involved in and make progress in the general education curriculum.[1] In high school that means the goal names a skill from the course the student is taking, at a level the student can reach in a year.
Three habits separate strong goals from weak ones:
- Name the representation. "Solve equations" is vague. "Solve two-step equations with integer coefficients" tells the next teacher what to probe.
- Name the tool. A graphing calculator, an undo-steps checklist or algebra tiles change the task. Put them in the condition.
- Keep computation out of the way. If integer facts are shaky, allow a calculator so the goal measures the algebra. Write a separate calculation goal if computation is also a need.
The federal algebra practice guide recommends three practices for middle and high school: having students study and discuss solved problems, teaching them to see the structure of expressions and equations, and teaching them to choose deliberately between strategies.[2] Several goals below come straight from those practices, such as finding errors in solved equations.
How to choose the right high school math goal
Give 2 short probes from the course (about 10 items each) and mark where each wrong answer first went wrong.
| Student profile | Sub-skill | Measure |
|---|---|---|
| Cannot translate words into symbols | Writing expressions and equations | Items correct out of 10 |
| Loses track mid-solution, drops signs | Equation steps with a checklist | Task analysis steps |
| Solves equations, cannot read a graph | Linear functions and slope | Items correct out of 10 |
| Strong procedures, cannot explain | Explaining steps | Rubric points |
| Weak facts, strong reasoning | Calculator-supported algebra | Items correct with a calculator |
| Life skills or transition-focused course | Applied math (pay, budgets, unit price) | Tasks correct out of 8 or 10 |
If the student is in a functional or community-based program, the functional math goals for high school page is the better starting point.
Goals for expressions
- Translating words to expressions: Given 10 verbal phrases such as "5 less than twice a number," the student will write the matching expression for 8 of 10 on 3 of 4 probes. Baseline: 3 of 10. Template
- Combining like terms: Given 10 expressions with 3 to 5 terms, the student will simplify 9 of 10 correctly. Baseline: 4 of 10. Template
- Distributive property: Given 10 expressions such as 3(2x minus 4), the student will expand and simplify 8 of 10 on 2 consecutive probes. Baseline: 2 of 10. Template
- Algebra tiles: Given algebra tiles and 8 expressions, the student will build and simplify 7 of 8 and record the result in symbols. Baseline: 2 of 8. Template
Weak: "The student will simplify expressions with 80% accuracy." Measurable: the distributive property goal, which names the expression type and the set size.
Goals for equations and inequalities
- Undo-steps checklist: Given a two-step equation and a 6-step undo checklist, the student will complete 6 of 6 steps without prompts on 4 of 5 equations. Baseline: 2 of 6 steps. Template
- Variables on both sides: Given 10 equations with variables on both sides, the student will solve 7 of 10 correctly on 3 weekly probes. Baseline: 1 of 10. Template
- Checking a solution: Given 10 equations, each with a proposed value, the student will substitute and decide whether the value is a solution for 9 of 10. Baseline: 5 of 10. Template
- One-step inequalities: Given 10 one-step inequalities, the student will solve each and graph the solution on a number line for 8 of 10. Baseline: 3 of 10. Template
Weak: "The student will solve equations." Measurable: the checklist goal, which counts specific steps on a fixed number of equations.
Goals for linear functions and graphs
- Slope from two points: Given 10 pairs of points, the student will find the slope for 8 of 10 on 2 consecutive probes. Baseline: 2 of 10. Template
- Slope-intercept form from a graph: Given 8 graphed lines on a grid, the student will write the equation in y = mx + b form for 6 of 8. Baseline: 1 of 8. Template
- Meaning in context: Given a cost or distance situation and its graph, the student will explain what the slope and intercept mean, scoring 5 of 6 rubric points on 3 of 4 samples. Baseline: 2 of 6. Template
- Function notation: Given 10 functions and input values, the student will evaluate f(x) for 9 of 10 on 3 weekly probes. Baseline: 4 of 10. Template
Weak: "The student will understand linear functions." Measurable: the slope-intercept goal, which names the input (a graph), the output (an equation) and the criterion.
Goals for systems, quadratics and the graphing calculator
- Systems by graphing on a calculator: Given a system of 2 linear equations and a graphing calculator, the student will complete 7 of 7 steps to find the intersection on 4 of 5 systems. Baseline: 2 of 7 steps. Template
- Systems by substitution: Given 8 systems where one equation is already solved for a variable, the student will solve 6 of 8 correctly. Baseline: 1 of 8. Template
- Binomials with an area model: Given 10 pairs of binomials and a blank area model, the student will multiply and simplify 8 of 10. Baseline: 2 of 10. Template
- Factoring trinomials: Given 10 quadratic trinomials with a leading coefficient of 1, the student will factor 7 of 10 correctly on 2 consecutive probes. Baseline: 1 of 10. Template
Weak: "The student will use a graphing calculator." Measurable: the systems by graphing goal, which counts the steps and names the task.
Goals for applied high school math
- Writing a cost equation: Given a phone plan or gym membership with a fixed fee and a rate, the student will write and use a linear equation to compare 2 plans, scoring 7 of 8 rubric points. Baseline: 3 of 8. Template
- Solving a formula for a variable: Given 10 formulas such as d = rt or A = lw, the student will solve for the named variable in 8 of 10. Baseline: 2 of 10. Template
- Spreadsheet budget formulas: Given a monthly budget template in a spreadsheet, the student will write sum and difference formulas, completing 8 of 9 steps independently. Baseline: 3 of 9 steps. Template
- Percent increase and decrease: Given 10 before-and-after price or score situations and a calculator, the student will find the percent change for 8 of 10. Baseline: 2 of 10. Template
Weak: "The student will use math in daily life." Measurable: the cost equation goal, which names the situation, the product and the rubric. For more budget and pay goals, see the money IEP goals page.
How to measure high school math goals
Use the same item type and count every time, with new numbers. Score percent accuracy for item sets, steps for procedures and rubric points for explanations. Weekly or biweekly probes graphed over time show whether the plan is working.[3]
| Goal type | Method | Data sheet | How often |
|---|---|---|---|
| Expressions, equations, slope | Percent accuracy | Accuracy data sheet | Weekly |
| Checklist and calculator procedures | Task analysis | Task analysis data sheet | 2 times a week |
| Explaining steps or context | Rubric points | Rubric scoring data sheet | Every 2 weeks |
A tip for co-taught classes: take the probe from the course's own warm-ups. Five items at the start of class twice a week, scored by either teacher, give you 8 data points a month without pulling the student out.
Short-term objectives for high school math goals
Step by support. For the variables on both sides goal:
- By the first report, given equations with whole-number coefficients and the undo checklist, the student will solve 6 of 10.
- By the second report, given equations with integers and the checklist, the student will solve 6 of 10.
- By the annual review, given mixed equations without the checklist, the student will solve 7 of 10.
Adapting by course and support level
| Course or setting | Typical target | Supports in the condition | Example criterion |
|---|---|---|---|
| Pre-algebra or Math 9 | Expressions, one- and two-step equations | Algebra tiles, checklist | 8 of 10 |
| Algebra 1 | Linear functions, systems | Graphing calculator, formula sheet | 6 of 8 |
| Geometry | Formulas, area and volume | Formula sheet | See geometry IEP goals |
| Consumer or applied math | Pay, budgets, percents | Calculator, real documents | 8 of 10 tasks |
The full set of templates is on the algebra goals page and the high school IEP goals hub. For order of operations and exponents, see the order of operations IEP goal page. Paste each draft into the goal checker before the meeting.
Frequently asked questions
Should a high school math goal match the state standards?
It should connect to the course the student is taking, so the student can make progress in the general curriculum. It does not have to restate a standard. Pick the skill that is blocking access and write the goal at a level reachable in one year.
Can a student use a calculator on an algebra goal?
Yes. If the goal measures algebra, such as solving equations or writing a function, a calculator keeps weak facts from hiding progress. Name the calculator in the condition so every probe is the same.
What if a high school student is working far below grade level in math?
Write the goal from the student's present level, then name how the student will access the course, such as a calculator or formula sheet. Consider whether an applied or functional math goal will matter more after graduation, and link it to the transition plan.
Use it in IEP Atlas
- Algebra goals (math)
- Math IEP goals
- High school IEP goals
- High school math IEP goals
- Task analysis data sheet
- IEP goal checker
Related guides
- IEP goals for math: calculation, problem solving and functional math
- Functional math IEP goal examples for high school
- IEP goals for math calculation
- IEP goals for order of operations and exponents
- Math vocabulary IEP goals
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students, What Works Clearinghouse, Institute of Education Sciences
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.