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Academic domain

Math Problem Solving IEP goals

Problem solving goals ask a student to read a situation, choose operations and represent the problem, then compute and check. Score both the representation (drawing or equation) and the answer so the team can see whether errors come from reading the problem or from calculation.

Common measurability defects

  • Writing "will solve word problems" without the problem type, number range or number of steps, so any worksheet seems to count.
  • Ignoring reading demand: if text is not read aloud for a student with a reading disability, the probe measures decoding instead of math reasoning.
  • Scoring only the final answer, which cannot show whether the student chose the right operation and simply miscalculated.
  1. 01Grades K-2Speech/LanguageCCSS.MATH.CONTENT.1.OA.A.1

    Baseline

    In 1st grade, when 1st-grade addition and subtraction word problems within 20 are read aloud, solves 3 of 10 correctly. Adds the two numbers in every problem regardless of whether the situation calls for taking from or comparing.

    Annual goal

    By [annual review date], given 10 read-aloud word problems within 20 that include add to, take from, put together and compare situations, the student will draw or build a model, write a matching equation and solve at least 8 of 10 correctly on 3 consecutive biweekly probes.

    Measured by: Biweekly 10-problem read-aloud probes on equivalent forms, scored by the special education teacher for model, equation and answer (a problem counts as correct only when all three match). Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will solve 5 of 10 add to and take from problems correctly with a model on 2 of 3 probes.
    2. By the end of the second grading period, the student will solve 6 of 10 mixed problems correctly with a model and equation on 2 of 3 probes.
    3. By the end of the third grading period, the student will solve 7 of 10 mixed problems, including 2 compare problems, on 2 of 3 probes.
  2. 02Grades K-2SLDCCSS.MATH.CONTENT.2.OA.A.1

    Baseline

    In 2nd grade, solves 2 of 10 one- and two-step word problems within 100 correctly with text read aloud. Solves one-step problems with 40% accuracy and no two-step problems.

    Annual goal

    By [annual review date], given 10 read-aloud one- and two-step addition and subtraction word problems within 100, the student will use a bar model and an equation with a symbol for the unknown to solve at least 8 of 10 correctly on 3 consecutive biweekly probes.

    Measured by: Biweekly 10-problem probes (6 one-step, 4 two-step) on equivalent forms, administered by the special education teacher and scored for representation and answer. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will solve 4 of 6 one-step problems correctly with a bar model on 2 of 3 probes.
    2. By the end of the second grading period, the student will solve 6 of 10 problems correctly, including 1 two-step problem, on 2 of 3 probes.
    3. By the end of the third grading period, the student will solve 7 of 10 problems correctly, including 2 two-step problems, on 2 of 3 probes.
  3. 03Grades 3-5SLDCCSS.MATH.CONTENT.3.OA.D.8

    Baseline

    In 3rd grade, scores 6 points on aimswebPlus Concepts and Applications (4th national percentile). Solves 2 of 8 two-step word problems using the four operations, usually performing only the first step.

    Annual goal

    By [annual review date], given 8 two-step word problems using the four operations with whole numbers, the student will write an equation with a letter for the unknown, solve and check the answer for reasonableness, solving at least 6 of 8 (75%) correctly on 3 consecutive biweekly probes.

    Measured by: Biweekly 8-problem probes on equivalent forms with text read aloud on request, scored by the special education teacher for equation, answer and reasonableness check. aimswebPlus Concepts and Applications re-administered at the winter and spring windows.

    Short-term objectives

    1. By the end of the first grading period, the student will identify both steps in writing and solve 3 of 8 problems correctly on 2 of 3 probes.
    2. By the end of the second grading period, the student will solve 4 of 8 problems correctly with an equation on 2 of 3 probes.
    3. By the end of the third grading period, the student will solve 5 of 8 problems correctly and check reasonableness on 2 of 3 probes.
  4. 04Grades 3-5OHICCSS.MATH.CONTENT.5.NF.A.2

    Baseline

    In 5th grade, solves 3 of 10 word problems involving addition and subtraction of fractions with unlike denominators correctly. Adds numerators and denominators directly in 6 of 10 items and does not estimate.

    Annual goal

    By [annual review date], given 10 word problems involving addition and subtraction of fractions with unlike denominators, the student will draw a visual fraction model or write an equation, solve and use a benchmark fraction estimate to check the answer, solving at least 8 of 10 correctly on 3 consecutive biweekly probes.

    Measured by: Biweekly 10-problem fraction word problem probes on equivalent forms, scored by the special education teacher for model or equation, answer and estimate. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will find a common denominator and solve 5 of 10 problems correctly with a fraction model on 2 of 3 probes.
    2. By the end of the second grading period, the student will solve 6 of 10 problems correctly and record a benchmark estimate on 2 of 3 probes.
    3. By the end of the third grading period, the student will solve 7 of 10 problems correctly with an estimate check on 2 of 3 probes.
  5. 05Grades 6-8AutismCCSS.MATH.CONTENT.7.EE.B.3

    Baseline

    In 7th grade, solves 2 of 8 multi-step real-world problems with rational numbers (discounts, tips, recipes) correctly. Computes accurately when an equation is provided (85%) but cannot identify relevant information in the text.

    Annual goal

    By [annual review date], given 8 multi-step real-world problems involving positive and negative rational numbers in any form, the student will highlight relevant quantities, write an expression or equation and solve at least 6 of 8 (75%) correctly with an estimate check on 3 consecutive biweekly probes.

    Measured by: Biweekly 8-problem real-world probes on equivalent forms, scored by the special education co-teacher using a 3-part checklist (relevant information, equation, answer). Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will identify relevant and irrelevant quantities in 6 of 8 problems on 2 of 3 probes.
    2. By the end of the second grading period, the student will write a correct equation for 5 of 8 problems on 2 of 3 probes.
    3. By the end of the third grading period, the student will solve 5 of 8 problems correctly with an estimate check on 2 of 3 probes.
  6. 06Grades 9-12SLDCCSS.MATH.CONTENT.HSA.CED.A.1

    Baseline

    In 9th grade Algebra I, writes a correct one-variable equation for 2 of 10 contextual problems (cell phone plans, ticket sales). Solves given linear equations with 75% accuracy.

    Annual goal

    By [annual review date], given 10 contextual problems that can be modeled with a one-variable linear equation or inequality, the student will define the variable, write the equation or inequality, solve it and interpret the solution in context for at least 8 of 10 problems on 3 consecutive biweekly probes.

    Measured by: Biweekly 10-problem modeling probes on equivalent forms, scored by the Algebra I co-teacher on a 4-part checklist (variable, equation, solution, interpretation). A problem counts only when all 4 parts are correct. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will define the variable and write a correct equation for 5 of 10 problems on 2 of 3 probes.
    2. By the end of the second grading period, the student will fully solve and interpret 6 of 10 problems on 2 of 3 probes.
    3. By the end of the third grading period, the student will fully solve and interpret 7 of 10 problems, including 2 inequalities, on 2 of 3 probes.
Phonics & DecodingReading FluencyReading ComprehensionVocabularyWritten ExpressionSpellingMath CalculationNumber Sense

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