Special educator Math IEP goals

• PK, K-2Opportunities

  Copy and extend a two-part repeating pattern

  Copying and extending AB patterns

  By the annual IEP review date, given a model of an AB pattern made with 6 to 8 colored cubes or shapes and a supply of matching pieces, the student will build a copy of the pattern piece by piece directly under the model independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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• K-2Opportunities

  Extend and create ABB, AAB and ABC patterns

  Extending and creating complex repeating patterns

  By the annual IEP review date, given a repeating pattern with an ABB, AAB or ABC unit shown twice and space to continue it, the student will independently add the next 6 pieces so the pattern continues without a break and state the unit that repeats in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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• PKOpportunities

  Match identical shapes

  Matching shapes

  By the annual IEP review date, given a shape card and a choice of 3 shape cards, one of which is identical, the student will place the shape card on the identical shape independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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• PK, K-2Percent accuracy

  Point to and name basic two-dimensional shapes

  Identifying basic 2D shapes

  By the annual IEP review date, given a field of 4 shapes (circle, square, triangle, rectangle) and the name of one shape, the student will point to the named shape independently with at least 90% accuracy on shape identifications, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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• PK, K-2Opportunities

  Count a set of objects and state how many

  Counting objects with one-to-one correspondence

  By the annual IEP review date, when presented with a set of 5 to 20 objects arranged in a line or scattered on the table, the student will count the objects by touching or moving each one once and state the total independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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• K-2Rate (per minute)

  Name numerals on a timed probe

  Numeral identification

  By the annual IEP review date, given a 1-minute probe of randomly ordered numerals from 0 to 100, the student will name each numeral aloud independently at a rate of at least 35 correct responses per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.

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• 3-5Percent accuracy

  Name the fraction shown by an area or set model

  Naming fractions from models

  By the annual IEP review date, given 10 area or set models showing fractions with denominators of 2, 3, 4, 6, and 8, the student will write the fraction that names the shaded part of each model independently with at least 80% accuracy on fraction models, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.

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• 3-5, 6-8Percent accuracy

  Locate fractions on a number line

  Fractions on a number line

  By the annual IEP review date, given 10 fractions between 0 and 2 and number lines marked only at whole numbers, the student will mark and label the location of each fraction on the number line independently with at least 80% accuracy on fraction placements, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.

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• K-2, 3-5Percent accuracy

  Solve one-step addition and subtraction word problems

  One-step addition and subtraction word problems

  By the annual IEP review date, given 10 one-step addition and subtraction word problems within 100, including compare and start-unknown problems, with text read aloud on request, the student will write an equation and the answer for each problem independently with at least 80% accuracy on one-step word problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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• 3-5, 6-8, 9-12Task-analysis steps

  Follow a problem-solving routine for word problems

  Problem-solving routine

  By the annual IEP review date, given a one- or two-step word problem during independent math work, the student will complete the steps of the taught problem-solving routine without a cue card, performing at least 8 of 9 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.

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• K-2, 3-5Rate (per minute)

  Write addition facts on a timed probe

  Addition fact fluency

  By the annual IEP review date, given a 2-minute probe of mixed addition facts with sums to 20 (total divided by 2 for the per-minute rate), the student will write the answer to each addition fact independently at a rate of at least 20 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

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• K-2, 3-5Opportunities

  Use a taught strategy to solve unknown addition facts

  Fact strategies (counting on, making ten)

  By the annual IEP review date, when given a single-digit addition fact that the student does not yet recall automatically, the student will solve the fact by counting on from the larger addend independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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• 3-5, 6-8Rate (per minute)

  Write multiplication facts on a timed probe

  Multiplication fact fluency

  By the annual IEP review date, given a 2-minute probe of mixed multiplication facts with factors 0 to 10 (total divided by 2 for the per-minute rate), the student will write the product for each fact independently at a rate of at least 25 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

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• 3-5, 6-8Rate (per minute)

  Write division facts on a timed probe

  Division fact fluency

  By the annual IEP review date, given a 1-minute probe of division facts related to multiplication facts with factors 0 to 10, the student will write the quotient for each division fact independently at a rate of at least 15 problems correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.

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• K-2, 3-5Percent accuracy

  Tell time to the hour and half hour on an analog clock

  Telling time to the hour and half hour

  By the annual IEP review date, given 10 analog clock faces showing times to the hour and half hour, the student will say or write the time shown on each clock independently with at least 90% accuracy on clock readings, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.

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• K-2, 3-5, 6-8Percent accuracy

  Tell time to the nearest five minutes and minute

  Telling time to five minutes and one minute

  By the annual IEP review date, given 10 analog clock faces showing times to the nearest five minutes, the student will write the time shown on each clock in digital form independently with at least 90% accuracy on clock readings, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.

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See all 75 measurement, time & money goals