math computation and problem solving iep goals

Math IEP Goals For Special Education

$Math IEP Goals$

Drafting IEP goals can be difficult, so here are a few math IEP goals (across various ability levels) to get you started. Please adapt and modify to meet the specific needs of your students. Keep in mind a goal should be a skill you believe is achievable by the student in 1 school year. You can always do an addendum if a student has met all criteria for the goal/objectives.

Remember, when writing objectives, break down the goal into smaller steps. You can lessen the percentage of accuracy, the number of trials (3/5 vs 4/5), or amount of prompting. Just make sure the objectives build on each other and are working towards mastery.

The reason why I always list accuracy at 100% when writing Math goals is because the answer is either right or wrong, an answer to a math problem can’t be 50% correct. So feel free to play with the ## of trials for accuracy.

Number Identification:

Goal: Student will independently identify numbers 1-20 (verbally, written, or pointing) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When verbally prompted by teacher to “point to the number _________”, Student will independently select the correct number with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently count in rote order numbers 1-25 with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently count by 2, 3, 5, 10 starting from 0-30 verbally or written, with 100% accuracy on 4 out of 5 trials measured quarterly.

One-to-one Correspondence:

Goal: When given up to 10 objects, Student will independently count and determine how many objects there are (verbally, written, or by pointing to a number) with 100% accuracy on 4 out of 5 trials measured quarterly/monthly.

Goal: When given up to 10 items/objects, Student will independently count and move the items to demonstrate 1:1 correspondence and identify how many there are with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given 10 addition problems, Student will independently add single digit numbers with regrouping with 100% accuracy on 4 out of 5 trials as measured quarterly.

Goal: Student will independently add a single digit number to a double digit number with and without regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently add double digit numbers to double digit numbers with (or without) regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Adding with Number Line:

Goal: Given 10 addition problems and using a number line, Student will independently add single digit numbers with 100% accuracy on 4 out of 5 trials measured quarterly.

Subtraction:

Goal: Student will independently subtract a single digit number form a double digit number with and without regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given 10 subtraction problems, Student will independently subtract double digit numbers from double digit numbers with and without regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently subtract money/price amounts from one another with and without regrouping, while carrying the decimal point with 100% accuracy on 4 out of 5 trials as measured quarterly.

Goal: Using a number line, Student will independently subtract numbers (20 or less) with 100% accuracy on 4 out of 5 trials measured quarterly.

Telling Time:

Goal: Student will independently tell time to the half hour on an analog clock (verbally or written) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently tell time to the hour on an analog clock (verbally or written) with 100% accuracy on 4 out of 5 trials measured quarterly.

Elapsed Time:

Goal: Given a problem with a start time and end time, Student will independently determine how much time has elapsed with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a problem with a start time and duration of activity/event, Student will independently determine what the end time is with 100% accuracy on 4 out of 5 trials measured quarterly.

Dollar More:

Goal: Using the dollar more strategy, Student will independently identify the next dollar up when given a price amount with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently identify the next dollar amount when given a price, determine how much is needed to make the purchase, and count out the necessary amount (using fake school money) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a price, student will identify which number is the dollar amount with 100% accuracy on 4 out of 5 trials measured quarterly.

Money Identification/Counting Money:

Goal: When given a quarter, dime, nickel, and penny, Student will identify the coin and corresponding value with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a random amount of coins (all of one type), Student will independently count the coins with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a mix of coins (to include quarter, dime, nickel, penny), Student will independently count the coins with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a mixture of coins and dollar bills, Student will independently count the money with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When give 2, 3, and 4 digit numbers, Student will independently round to the nearest tens, hundreds, thousands independently with 100% accuracy on 4 out of 5 trials measured quarterly.

Greater than/Less than:

Goal: Given 2 numbers, pictures, or groups of items, Student will independently determine which number is greater than/less than/equal by selecting or drawing the appropriate symbol (<,>, =) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently count objects or pictures of objects and tally the corresponding amount (up to 15) with 100% accuracy on 4 out of 5 trials as measured quarterly.

Goal: Given a number, up to 20, Student will independently tally the corresponding number with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given data and a bar graph template, Student will independently construct a bar graph to display the data and answer 3 questions about the data with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a line, pie, or bar graph, Student will independently answer questions about each set of data with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given data and a blank graph template, Student will independently construct the graph to display the appropriate data with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently identify the numerator and denominator in a fraction with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a picture of a shape divided into parts, Student will independently color the correct sections in to represent the fraction given with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently add fractions with like denominators with 100% accuracy on 4 out of 5 trials measured quarterly.

Word Problems:

Goal: Student will independently solve one step addition and subtraction word problems with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently solve two step word problems (mixed addition and subtraction) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently solve one and two step multiplication world problems with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently read a one or two step word problem, identify which operation is to be used, and solve it with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a word problem, Student will independently determine which operation is to be used (+,-,x, /) with 100% accuracy on 4 out of 5 trials measured quarterly.

Even/Odd Numbers:

Goal: When given a number, student will independently identify if the number is odd or even (written or verbally), with 100% accuracy on 4 out of 5 trials measured quarterly.

Measurement:

Goal: Given varying lines and objects, Student will independently estimate the length of the object/picture, measure it using a ruler, and identify how long the object/picture is with 100% accuracy on 4 out of 5 trials measured quarterly.

Multiplication:

Goal: Student will independently solve 10 multiplication facts (2, 3, and 5 facts) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently solve 20 multiplication facts (facts up to 9) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a division problem (where the divisor is _____), Student will independently solve it with 100% accuracy on 4 out of 5 trials measured quarterly.

Feel free to use and edit as necessary. It’s up to you how often you want to measure the goals, but remind parents that even if the goal says 5/5 times quarterly, it doesn’t mean you’re only working on it those 5 times. That is just the number of times you’ll take official data. Just make sure it’s a reasonable ## so you have time to take all the data you need. Especially if you have multiple goals/objectives to take data for!

Happy drafting!

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Sixth Grade Math IEP Goal Bank

Find free, ccs-aligned iep number sense goals covering grade 6 math-- with modification ideas and sample baselines, word problem goals, addition & subtraction goals, multiplication & division goals, reading & writing goals, 6th grade iep goals for word problems, computation, and algebra.

Yep. This is a hodge-podge! 6th grade Common Core standards are pretty narrow. These are all standards that you can broaden a bit to focus on skills like solving word problems or engaging in computations.

Early Elementary IEP Writing Success Kit

Socio-Emotional Goal Bank

Accommodations & Modifications Matrix for IEPs

Word Problems & Fractions
Algebra & Computation

This standard can be used for either a straight fractions goal or for a word problem goal depending on what parts you keep or cut.

Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem CCSS.MATH.CONTENT.6.NS.A.1

This goal hits on both word problem knowledge and ability to divide by fractions. For students for whom this standard is a stretch, you can break the assessments in half. First assess what the student can broadly do with word problems– can they solve one or two step? With what operations? Then assess their knowledge of fractions– can they add and subtraction like fractions? Unlike? What about multiplication and division? Then you can try one division of fractions word problem, but it is likely that the success rate will be zero, which is why you want the other information.

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

For a straight fractions goal: Skylar can add and subtraction like fractions but needs significant adult support to add and subtract unlike fractions. Skylar is not yet able to solve multiplication and division of fractions problems.

For a word problem goal: Skylar can solve one step word problems with addition and subtraction with 75% accuracy and one step word problems with multiplication and division of whole numbers with 33% accuracy. When fractions are included in the problem, Skylar is unsure what to do and will often refuse to complete the problem or guess.

Straight Fractions Goal

Given ten problems and a visual reminder of the steps for dividing fractions, X will interpret and compute quotients of fractions with 80% accuracy as measured by teacher records and observations. CCSS.MATH.CONTENT.6.NS.A.1

Word Problem Goal

Given five problems and the steps for how to divide fractions, X will solve one-step word problems involving division of fractions by fractions with 80% accuracy CCSS.MATH.CONTENT.6.NS.A.1
Given instruction in word problem strategies and a visual reminder of steps,
Given step by step directions on how to divide fractions,
Given a calculator,
with 80% accuracy as measured by teacher records and observations
on two of three opportunities
on three of four opportunities
one- and two-step word problems
one-step word problems
two-step word problems
one-step word problems involving the division of fractions by fractions and the multiplication of fractions (NB: you can also include integers in there too!)
interpret and computer quotients of fractions and of whole numbers (or add in other computation too!)

This is the most straight forward standard for 6th grade– and one that is easy to layer other computations onto!

Fluently divide multi-digit numbers using the standard algorithm. CCSS.MATH.CONTENT.6.NS.B.2

This is good to use as a catch-all for students who need to work on whole number computations. In addition to assessing what students can divide (whole numbers only, decimals, problems with remainders, problems with no remainders), you can also use it to talk about a student’s addition, subtraction, and multiplication of whole numbers skills.

Skylar can add and subtract up to three-digit numbers, including across zeros, with 75% accuracy. Given a multiplication chart, he can solve multi-digit by single-digit multiplication problems with 80% accuracy and long division problems with no remainders and a single digit quotient with 50% accuracy.

Given ten problems and a hundreds chart, X will fluently divide multi-digit numbers using the standard algorithm as measured by teacher records and observations CCSS.MATH.CONTENT.6.NS.B.2
Given a visual reminder of steps,
Given a multiplication chart,
divide up to three-digit numbers by single digit divisors using the standard algorithm
divide multi-digit numbers having whole number quotients using the standard algorithm

This is the most straight forward of the algebra standards– and it can be tweaked to work on more basic computation skills as well.

Write, read, and evaluate expressions in which letters stand for numbers. CCSS.MATH.CONTENT.6.EE.A.2

To do just the goal, present the student with basic algebra problems like t + 5 = 12 and see what they do. You can also test them on writing them by saying something like “Timmy’s sister had 5 more dollars than him. If she had 12 dollars, how many dollars did he have?” If the student can write that, they can write an expression! However, 6th grade doesn’t have a lot of standards that double for basic computation. This one does so you can also add in your computation assessments if you are worried about a student’s skills in that area.

You can do just an assessment of the standard or make it broader.

Just the standard:

Given one variable expressions with just addition, like x +5 = 12, manipulatives, and prompts, Juanita can solve for x with 50% accuracy.

Standard Plus:

Juanita can solve addition and subtraction problems with regrouping with 75% accuracy. She can solve two digit by one digit multiplication problems with 80% accuracy given a multiplication chart but needs support to solve long division and division fact problems without a calculator. She is not yet able to solve algebraic expressions.

Just algebra

Given direct instruction in mathematics and ten algebraic expressions with addition and subtraction (e.g., x+5=12), X will evaluate expressions in which letters stand for numbers with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.6.EE.A.2

Algebra and computation

Given direct instruction in mathematics and ten algebraic expressions involving multi-digit addition and subtraction (e.g., x+105=1200), X will evaluate expressions in which letters stand for numbers with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.6.EE.A.2
with 75% accuracy as measured by teacher records and observations
algebraic expressions with multiplication and division facts (e.g., 5x=30)
algebraic expressions with multi-digit addition and subtraction (e.g., x+103=1300)
X will write expressions in which letters stand for numbers

6th Grade IEP Goals for Graphing and Unit Conversions

The Common Core has some standards for writing number recognition, number writing, place value, and general number sense IEP goals for Kinder to 5th grade. Each needs to be modified to focus on the component of number sense your student needs, but overall, they work well for IEPs.

Elementary School IEP Writing Success Kit

Upper Elementary IEP Writing Success Kit

Conversions

This is a straight graphing standard– but graphing is an essential skill for middle and high school mathematics, so it is worth a goal! You can also modify this to make it really accessible for students.

Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. CCSS.MATH.CONTENT.6.NS.C.8

The easiest way to assess for this goal is to give a student a blank, four coordinate graph grid and ask them to plot a few points. If that is too hard, give them just the positive/positive quadrant and try again. If that is too hard, see if they know which axis is X and which is Y. Then try labelling the axes and the points (x=2, y =3) If it is too easy, try having them find distances– or just find a different goal to work on!

Sam can plot positive/positive points like 3,2 on a coordinate plane if the axes are labelled and the points are also labelled (like x=3 and y=2) with 66% accuracy. If there are numbers missing or names of axes missing on the grid or if the points are not labelled with which is x or y, Sam’s accuracy drops below 50%.

Given direct instruction on graphing and a coordinate plane with the axes labelled, X will solve mathematical problems by graphing points in all four quadrants of the coordinate plane, as measured by his/her ability to plot positive and negative ordered pairs with 80% accuracy according to teacher records and observations CCSS.MATH.CONTENT.6.NS.C.8

This goal is a really useful life skills goal. You can use it for all sorts of things like fractions and volume– but it also works for going from teaspoons to tablespoons and other pragmatic skills! Given how few K-5 goals work for lifeskills, this is a super helpful standard to have in sixth grade.

Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. CCSS.MATH.CONTENT.6.RP.A.3.D

The assessments depend on which part of the goal is most useful for the student. For a student who is really working on lifeskills, you might want to work with an actual recipe and see if they can figure out whether a teaspoon or tablespoon is bigger or measure amounts. For students who just need more support with real world mathematics, you can see how they do doubling a recipe– or on a worksheet of volumes and quantities.

Given a recipe that calls for 1/2 a tbsp of one ingredient, 1/4 a cup of another, and 1 1/2 tsp of a third, and asked to double it, Sam can add two of each measurement to the recipe if he is handed the write measuring tools. He cannot independently convert from 1/2 tbsp to 1 tbsp or from teaspoons to tablespoons.

Given a recipe with teaspoon, tablespoon, and cup measurements, X will manipulate and transform units appropriately when multiplying, as measured by his/her ability to double the recipe on paper with 80% accuracy on the new measurements, according to teacher records and observations CCSS.MATH.CONTENT.6.RP.A.3.D
Given two or fewer teacher reminders and prompts,
double the recipe using actual ingredients and measurement tools
triple the recipe
divide the recipe in half

Note that you can also change this to be about building like….

Given a diagram of a rectangle with inches and feet labelled, X will manipulate and transform units appropriately when multiplying, as measured by his/her ability to double the size of the rectangle with 80% accuracy on the new measurements, according to teacher records and observations CCSS.MATH.CONTENT.6.RP.A.3.D

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math computation and problem solving iep goals

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4th Grade Math IEP Goal Bank Based On The Common Core Standards

Math goals are often tricky to line up with the Common Core Standards (which aren’t endorsed by the department of Ed anymore but are still used by almost every curriculum). Meeting a low skill level to an upper grade level can take a lot of thought. Hopefully these examples can give you some new ideas, get you thinking about new ways to track, and if they are written well, they should lead you to progress monitoring.

A question I hear a lot is: How can I use standards that are often too advanced for grade level students, to guide my students who are below grade level? My first thought is to take only the meat of the standards. Many textbooks create math problems that are “interpretations” of the standards. However, when you get to the meat of the standard, there is one or two key skills that students can learn. It’s okay if students can’t do every aspect of the standard. If they can access the basic skill, or one aspect of the content, that is still grade level content AND is differentiating.

There’s a common misconception that if a student receives a goal on grade level, that they no longer need services. This is not true if the IEP goals are creating a way to access grade level standards through differentiating and narrowing down content. I am always a proponent of getting students in special education as much grade level content as possible. So to wrap this up, look for narrowing down the standards to a specific skill that can be taught. Talk with general education teachers to help guide you to which skills are most important. And of course, look at their testing to see which skill areas they are deficient in. Sometimes I write a goal that is skill specific and then another that is grade specific (but still under their area of weakness). Other times, I write them together.

Operations And Algebraic Thinking

Use the four operations with whole numbers to solve problems.

These standards and example goals, would all be working on skills around actual computation. So if a student is struggling in computations, I would try to tie into one grade level of these standards.

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. CCSS.MATH.CONTENT.4.OA.A.1

Complex Example: Student will be able to take a product in a single digit multiplication problem, and then use the multiplier and multiplicand to make statements about the product being so many times larger. Student will master this goal when they can verbally say the product is ___ times larger across 5 equations, with an average accuracy rate of 70%, across 10 trials.

Complex Example : Using a check list with steps to remember, Student will be able to interpret a single digit multiplication statement that a product is a specific times as many as the multiplier. Student will show mastery when they solve this across 3 statements, with an average accuracy rate of 80% across 10 trials.

Simple Example: Using a visual representation of a single digit multiplication equation, Student will be able to say the product is ___ times larger than ____, across 3 equations, with an average accuracy rate of 75% across 4 consecutive trials.

Simple Example: Student will be able to solve a multiplication problem with digits 1-5 and then say the multiplication sentence using correct vocabulary with on 3 multiplication problems, with 80% accuracy across 10 trials.

Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. CCSS.MATH.CONTENT.4.OA.A.2

Note: see definition of multiplicative comparison here .

Complex Example: Using a calculator, Student will be able to write a multiplication equation from a single digit multiplicative comparison, on 2 equations, with an average accuracy rate of 70% across 10 trials.

Simple Example: Given a multiplication chart, Student will be able to write a multiplication equation from single digit sentence using “twice as many” across 2 equations, and 10 total trials, with at least 80% accuracy. (consider doing a few other goals on three times, four times, etc.)

Simple Example: Given a multiplication problem from 1-10, Student will be able to draw a picture of two times as many, on 2 equations per trial, across 10 total trials with an average accuracy rate of 80%.

Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. CCSS.MATH.CONTENT.4.OA.A.3

Note: This would be a great standard to create a goal and then benchmarks that include writing an equation with a missing quantity, check their work, or use estimation strategies.

Complex Example: Using a graphic organizer, Student will be able to write an equation with a missing variable from a 4th grade level division or multiplication problem, with an average accuracy rate of 90% across 10 trials.

Complex Example: Student will be able to use estimation strategies to check their answer on two digit multiplication and division problems.

Simple Example: Using a graphic organizer, student will be able to solve 3 double digit multiplication word problems, with an average accuracy rate of 75% across 10 trials.

Gain familiarity with factors and multiples

Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. CCSS.MATH.CONTENT.4.OA.B.4

Complex Example: Student will be able to use multiple addition or subtraction to find the factors of numbers 1-100, on 3 numbers at a time, across 10 trials with an average accuracy rate of 80%.

Simple Example: Given 5 numbers that are a multiple and factors, Student will be able to identify which number is a multiple and which numbers are factors. Student will master this goal when they can identify 3 sets of multiples, with 90% accuracy across 10 trials.

Generate and analyze patterns

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way . CCSS.MATH.CONTENT.4.OA.C.5

Complex Example: Student will be able skip count by 5, 6, and 7’s with an average accuracy rate of 70% across 10 trials.

Simple Example: Student will be able to use a number line to count by 2’s across 10 trials with a 90% accuracy rate.

Number & Operations in Base Ten

Generalize place value understanding for multi-digit whole numbers.

These standards and example goals are all related to understanding numbers and counting. If a student is showing a weak understanding with “mathematical thinking” or “processes” these goals would be under those umbrella terms. (Also, when determining goals, you only need data to show that a student needs a goal. If you give them a test that shows these specific skills are a weakness, that is good enough.)

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division . CCSS.MATH.CONTENT.4.NBT.A.1

Complex Example: Student will be able to divide by multiples of 10 up to 1,000 on 5 sample problems per trial, across 10 trials, with an average accuracy rate of 70%.

Complex Example: Student will be able to multiply by multiples of 10 up to 1,000 on 3 sample problems per trials, across 10 trials, with an average accuracy rate of 90%.

Simple(er) Example: Student will be able to able to write the place value of 4 sample numbers (that could be between 1-1,000) in base ten numerals (450 is 400 + 50) across 10 trials with an average accuracy rate of 90%.

Simple Example: Student will be able to identify the place value of 5 numbers (from 1-100,000) with an average accuracy rate of 70% across 10 trials.

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. CCSS.MATH.CONTENT.4.NBT.A.2

Note: For this standard, and with most students, I would break it up into a few different goals. You could just benchmarks if you wanted to. You could put these examples together or use all of them.

Complex Example: Student will be able to write the place value of 2 sample numbers (between 1-1,000,000) in base ten numerals and then determine which is larger or equal to each other across 20 trials with an average accuracy rate 90%.

Simple Example: Student will be able to look at two numbers written as a base ten numeral (1-1,000), and determine if the number is greater, less, or equal, across 20 trials with an average accuracy rate of 90%.

Simple Example: Student will be able to compare two numbers (1-1,000) and determine if they are greater, less, or equal across 20 trials with an average accuracy rate of 80%.

Use place value understanding to round multi-digit whole numbers to any place. CCSS.MATH.CONTENT.4.NBT.A.3

Complex Example: Student will be able to round 5, 4-digit numbers to the nearest thousand or hundred, across 10 trials with an average accuracy rate of 80%.

Simple Example: Student will be able to determine if 3, two digit numbers are closer to lower or upper multiple of ten (26 is closer to 30), across 20 trials with an average accuracy rate of 70%.

Use place value understanding and properties of operations to perform multi-digit arithmetic.

These standards go back to computing goals, but could also be used under mathematical concepts.

Fluently add and subtract multi-digit whole numbers using the standard algorithm. CCSS.MATH.CONTENT.4.NBT.B.4

Example: Student will be able to add 3, 4 digit numbers (or less) with an average accuracy rate of 80% across 10 trials.

Example: Using graph paper to help organize numbers, Student will be able to add 2, 2 digit by 2 digit numbers with an average accuracy rate of 70% across 15 trials.

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. CCSS.MATH.CONTENT.4.NBT.B.5

Example: Using a multiplication chart, Student will be able to multiply 2, four digit by one digit, with an average accuracy rate of 80% across 10 trials.

Example: Student will be able to draw a picture to show 10, two digit multiplication problems, with 80% accuracy across 3 consecutive trials.

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. CCSS.MATH.CONTENT.4.NBT.B.6

Example: Student will be able to use a multiplication chart to help them divide four-digit dividends and one-digit divisors across 10 trials with an average accuracy rate of 90%.

Example: Student will be able to use a calculator to find the correct answer to a multi-digit division problem, with 100% across 3 consecutive trials.

Numbers and Operations – Fractions

Extend understanding of fraction equivalence and ordering.

Explain why a fraction a / b is equivalent to a fraction ( n × a )/( n × b ) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. CCSS.MATH.CONTENT.4.NF.A.1

Complex Example: Student will be able to draw 3 picture of two equivalent fractions pairs, with an average accuracy rate of 80% across 10 trials.

Complex Example: Student will be able to use multiplication to find an equivalent fraction with 90% accuracy across 5 consecutive trials.

Simple Example: Student will be able to use a manipulative to show two equivalent fractions with 90% accuracy across 3 consecutive trials.

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. CCSS.MATH.CONTENT.4.NF.A.2

Complex Example: Using a calculator, Student will be able to find a common denominator between two fractions, across 10 trials, with 5 fractions per trial, with an average accuracy rate of 90%.

Complex Example: Using a calculator, Student will be able to find a common denominator, then determine which fraction is greater or lesser, across 5 trials, with 2 fractions per trial, having an average accuracy rate of 70%.

Simple Example: Student will be able to compare two fractions with the same denominator across 5 trials with an average accuracy rate of 90%.

Build fractions from unit fractions

Understand a fraction a / b with a > 1 as a sum of fractions 1/ b . CCSS.MATH.CONTENT.4.NF.B.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. CCSS.MATH.CONTENT.4.NF.B.3.B Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8 . CCSS.MATH.CONTENT.4.NF.B.3.C Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. CCSS.MATH.CONTENT.4.NF.B.3.D Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. CCSS.MATH.CONTENT.4.NF.B.3

Complex Example: Student will be able to solve a fraction addition or subtraction word problem (with the same denominator), and create a picture of the two fractions, with 80% accuracy across 10 trials.

Simple Example: Student will be able to use fraction manipulatives to show how many equal pieces are in a fraction, with 100% accuracy across 3 consecutive trials.

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. CCSS.MATH.CONTENT.4.NF.B.4

Complex Example: Student will be able to determine the operation being used in a word problem, and then multiply a fraction by a whole number, with 80% accuracy across 10 trials.

Simple Example: Student will be able to use manipulative to solve a multiplication problem of a fraction and whole number, with 70% accuracy across 15 trials.

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. 2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100 . CCSS.MATH.CONTENT.4.NF.C.5

Example: Student will be able to change a fraction with a denominator 10, to an equivalent fraction with denominator 100, across 10 trials with an average accuracy rate of 75%.

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram . CCSS.MATH.CONTENT.4.NF.C.6

Example: Student will be able to change a fraction with denominator 100 into a decimal with 80% across 20 trials.

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. CCSS.MATH.CONTENT.4.NF.C.7

Example: Student will be able to compare two, two-digit decimals, across 5 questions, with 80% accuracy across 10 trials.

Measurement and Data

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), … CCSS.MATH.CONTENT.4.MD.A.1

Example: Student will be able to multiply to find out the equivalent units in km, m, and cm. Student will mastery this when they can do this 5 times, across 5 trials, with 70% accuracy.

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. CCSS.MATH.CONTENT.4.MD.A.2

Complex Example: Student will set up a fraction multiplication problem using distances across 10 trials with 70% accuracy.

Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor . CCSS.MATH.CONTENT.4.MD.A.3

Complex Example: Student will be able to use fraction multiplication rules to solve a missing unit problem with 90% accuracy across 10 trials.

Complex Example: Student will be able to use a set up a fraction problem with a missing unit with 70% accuracy across 10 trials.

Represent and interpret data

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection . CCSS.MATH.CONTENT.4.MD.B.4

Example: Student will be able to read a line plot and answer 3 literal questions about the data with 100% accuracy across 3 consecutive trials.

Geometric measurement: understand concepts of angle and measure angles AND Geometry

For these goals, I would only use them as needed. If a student is all caught up in other areas, it may be time to consider if they need a math goal. However, there is always an outlier case. Or if a student is in a classroom where they are never in the general education classroom, they may have a goal for this.

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Mathematical Thinking Goals for Students on IEPs

Individualized Educational Plan (IEP) goals serve to focus and measure our work with students who have identified learning disabilities. They are the result of collaboration between educators, families, and sometimes even the student. The goals communicate beliefs and expectations for the progress students will make in a given year to all stakeholders. While we believe that each and every student is capable of developing mathematical thinking and reasoning, most definitely including students on IEPs, the IEP goals – critical levers – don’t always reflect that belief.

According to the Individuals with Disabilities Education Act (IDEA) , IEPs must include, among other things, A statement of measurable annual goals, including academic and functional goals designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum. The Common Core Standards for Mathematical Practice are an important part of the general education mathematics curriculum, and are rarely represented in IEP goals.

The most powerful way we can communicate our beliefs is to integrate them into the IEP goals we write for students. We propose integrating IEP goals that encompass developing mathematical practices for each and every student. We know that doing so is absolutely possible if we carefully consider and articulate students’ learning strengths and challenges to inform personalized goals, then support students toward those goals with strengths-based pedagogical strategies. Yes, this shift in crafting and supporting such goals will take time and concerted effort, but let’s take a look at a four-part process for developing them and examples of draft goals.

Analyze students’ areas of accessibility
Consider pedagogical strategies
Hone in on an aspect of mathematical thinking for the IEP goal
Draft a mathematical thinking IEP goal!

We advocate for first analyzing students’ strengths and challenges in areas of access for mathematical thinking and reasoning, namely Visual Processing, Conceptual Processing, Language, Memory, Organization, and Attention. These areas are a subset of accessibility areas articulated in the Education Development Center’s Addressing Accessibility Project .

After steeping yourself in how students learn best, consider essential teaching strategies that will support students to engage in and develop mathematical thinking and reasoning. We draw upon the essential strategies that are integrated into our reasoning routines – Annotation, Sentence Frames and Starters, Ask Yourself Questions, Turn and Talks, and the 4 Rs (repeat, rephrase, reword, and record). You can read more about them in Routines for Reasoning.

Now, turn your attention to the mathematical thinking that would most benefit your student. We draw upon three avenues of thinking championed in the CCSS Standards for Mathematical Practice – quantitative reasoning, structural thinking, and repeated reasoning. After unpacking each of these avenues of thinking , it’s time to articulate aspects of them to serve as the basis for an IEP goal. As part of our work to unpack the avenues of thinking in Routines for Reasoning (pages 164-165), we described ‘Sample Thinking Goals’ that provide good fodder for IEP goals.

Quantitative Reasoning

Structural Thinking

Repeated Reasoning:

Finally, it’s time to weave students’ learning strengths, the standards for mathematical practice, and essential strategies together into an IEP goal.

Here are some sample goals, in rough draft form , for each of the 3 avenues of thinking.

Quantitative Reasoning:

Given a story problem, this student will identify the quantities relevant in the problem and describe their relationship to one another using sentence frames in 4 out of 5 opportunities. (K S)

K described how her student currently identifies relevant numbers in a word problem, and the student’s next step is to identify whether the numbers represent quantities or relationships, and to identify those quantities and relationships. She plans to support her student in this process through annotation – playing to her student’s strength in visual processing. She will also support her student’s mathematical attention by posing Ask Yourself Questions that orient her student’s thinking to the quantities and relationships. These may include, ‘What can I count or measure in this situation?’ or ‘Is the number a value for a quantity or is it describing a relationship?’. In addition, K plans to measure her student’s quantitative reasoning with the integration of sentence frames to support expressive communication for her student.

Structural Thinking: The student will be able to learn to change the form of a numeric expression in order to arrive at a solution more efficiently. (Rachael Silver)

Rachael plans to support her student in this goal through Ask Yourself Questions (such as “how can I change the form to make this easier?”) to orient his thinking and to provide him with language to support his thinking. Over time, he’ll take ownership of the Ask Yourself Questions and will be able to self-start his thinking with them. She plans to integrate the 4 Rs to provide additional language support and processing time.

Repeated Reasoning:

When approaching a difficult or unfamiliar problem, my student will look for regularity in the way he is calculating or counting and use the repetition to generalize a larger math statement. The teacher will see/hear evidence of at least two instances of repetition. (Emily, 8th grade math teacher)

Emily described how this goal would support her student to get started in a problem-solving situation, would help the student see the value of organization in their thinking, She plans to support the student by posing Ask Yourself Questions (e.g., ‘Do I keep doing the same set of calculations each time? or Am I counting in the same way each time?’) and slowly transferring ownership of the Ask Yourself Questions to the student to promote independence.

Learn more about supporting students with learning disabilities to think and reason mathematically by joining us in Essential Strategies for Teaching Students with Learning Disabilities to Think Mathematically, a 3-day intensive remote course. Leave ready to draft goals like the ones above so that you can support your students with learning disabilities to think and reason mathematically!

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How to Write SMART IEP Goals

A major task for special education teachers is writing Individualized Education Programs, or IEPs. A major part of the IEP is the statement of annual IEP goals and objectives.

We can think of the goal as being the destination that you want your special education student to get to by the end of a year. The services that you put into place support the goals that have been set a student with a disability.

Creating a quality goal with scaffolded objectives can take a lot of time and effort. So I want to show you one way in which you can break down this process into a series of manageable steps.

Start with IEP Law

Before we dive into how exactly to go about writing goals and objectives, first let’s look at how IEP goals are defined by the Individuals with Disabilities Education Act:

(II) a statement of measurable annual goals, including academic and functional goals, designed to–

(aa) meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and

(bb) meet each of the child’s other educational needs that result from the child’s disability

Examine Content Standards

When creating academic goals for students with disabilities, it is important to ground the goals in the grade level content standards. This provides students with access to grade level curriculum as stated above.

For many districts who are working with the Common Core State Standards, it is important to base grade level goals on how students are functioning within relation to these grade level content standards.

Now let’s go through the process of writing SMART IEP goals:

Step 1. Identify the Standards that Meet the Student’s Needs

The first step in this process involves identifying the standard(s) that should be addressed. You can start by identifying the grade level standards for the student. Standards have already broken out by grade level and have been organized by domain within this document.

By reviewing the student’s Present Levels, you can determine which standards the student may have the most difficulty with. Additional data sources should be used to select standards for student goals.

Teachers should then prioritize the standards based on those that would have the greatest impact on the student’s progress towards grade level. For math, one consideration could be around the mathematics content at the student’s current grade level.

Major content in mathematics is considered the major work for the grade level. These are the areas in which general and special education teachers will need to spend most of their time throughout the year.

Special educators can choose to focus on these areas when creating IEP goals. These are areas that will come up a lot during day-to-day instruction. To learn more about major content in math visit Achieve the Core for information.

Step 2. Set Performance Target

The next step would be to set the performance target. You can utilized the Present Levels of Academic Achievement and Functional Performance in order to determine the baseline performance, historical rate of growth/progress, accommodations, and necessary supports needed to make the grade level content accessible for the student.

By deconstructing the standard and determining which components will promote student success, an individualized performance target can then be set.

For example, in math, you may want to see a student demonstrate success through completion of a teacher generated worksheet with 80% accuracy over the course of 4 to 5 trials.

Step 3. Develop a SMART IEP Goal.

Special education teachers should ensure that they are keeping in mind what the acronym SMART stands for when developing goals:

S – Specific: The goal is focused by content (i.e. the standards) and the learner’s individual needs.

M – Measurable: Performance target is clearly stated and an appropriate measure is selected to assess the goal.

A – Attainable: Based on the student profile, it is determined that they have the ability to meet the performance target.

R – Relevant: Relevant to the individual student’s needs.

T – Time-bound: The goal is achievable within the time frame of the IEP.

Step 4. Develop SMART Objectives aligned to the selected IEP Goal.

There are three ways in which you can develop scaffolded objectives:

Sequential benchmarks that demonstrate increasing fluency, independence, or accuracy
Components of the goal
Prerequisite skills

I prefer to develop objectives utilizing specific skills or components of the grade level, standards-based goal. I find that by breaking down the content into workable chunks, I can develop lessons over a period of time that builds up to a grade level standard.

When reviewing general education curriculum, one can see that teachers are rarely tasked with tackling an entire standard within one lesson. To expect a special education student to tackle an entire standard in one goal or objective is also pretty unrealistic.

At times, it may be necessary to create scaffolded objectives to provide students with prerequisite skills from the current or previous grade levels. The data may indicate that many of your students need the standards deconstructed in this way. This helps the student meet the grade level goal that was developed.

When following the steps listed above, I created the following IEP goal for a third grade student:

By____ when given a teacher generated problem set, manipulatives, and a prompt, Student will interpret whole number quotients of whole numbers by drawing a picture and describing a context that indicates the partitioning of a total number objects into equal shares as measured by 80% accuracy on at least 4 out of 5 trials.

When really unpacking the standard and digging into the content, I decided that I would create four scaffolded objectives that would support the student in meeting their grade level goal:

By____, when given a teacher generated problem set and a prompt, Student will interpret whole-number quotients as the number of objects in each group when partitioned into equal groups by drawing a picture and providing an explanation with 80% accuracy on at least 4 out of 5 trials.

By_____, when given a teacher generated problem set, manipulatives, and a prompt, Student will represent a situation with a division expression with 80% accuracy on at least 4 out of 5 trials.

By ____, when given a teacher generated problem set, manipulatives, and a prompt, Student will represent a division expression with a situation by drawing a picture and providing an explanation with 80% accuracy on at least 4 out of 5 trials.

When I really think about the deconstructed standard and review student weaknesses, I may find that instead of breaking this standard out by the grade level content covered, I may need to include another goal that supports prerequisite skills that I will address prior to going into this standard.

When considering the example above, we ask, “is the student ready for division even with the supports included in the goals and objectives? Would it make more sense to attack addition, subtraction, and multiplication first?”

This is where the individualization comes into play and where you really have to be strategic in how you write the annual goal. Every IEP goal should be specific to the individual, but it helps to have a process to follow to make creating these goals a bit easier.

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Developing Mathematics IEP Goals and Objectives that Work!

How do you address the needs of struggling learners and students with Individualized Education Plans (IEP) in your math classroom? By leveraging the Standards for Mathematical Practice (NGA and CCSSP, 2010) during the IEP goal setting and objective writing process, we were able to help all of our students in the Howard County Public School System (HCPSS) make meaningful gains in mathematics learning. In this blog, we want to briefly share the essential elements of an IEP goal-setting tool that is transforming instruction for our students receiving special education services.

Traditionally, IEP goals and objectives have focused only on developing student fluency with operations. The prevailing thought, now described as a myth, was that students could not engage in mathematical problem solving if they did not understand their basic facts. A collaborative team, led by Joyce Agness and Kym Craig, set out to shift the conventional thinking from a focus on fluency with basic facts to a focus on fluency with the learning behaviors defined by the Standards for Mathematical Practice. The team wanted to strengthen a student’s capacity to solve any mathematics problem they encountered.

The result of the collaboration was a tool that guides special educators through the development of student goals and objective that focus on a student’s long-term mathematics learning. The focus on learning behaviors is shifting our special educator’s thoughts about supporting mathematics instruction. Instead of mathematics viewed as a disconnected set of skills to be memorized, our teachers are viewing problems as puzzles with multiple solution paths and high levels of critical thinking. Additionally, teachers are reporting that the scaffolding of the behaviors helps determine exactly where student skill levels lie and how to adjust instruction to advance their mathematical abilities. So, for the first time, IEP goals and objectives are aligned to the everyday instruction meaning that our students are pulled out of first instruction far less frequently.

In regards to monitoring, the tool is designed to help teachers easily collect both quarterly and longitudinal data for each student in grade 3-8. One teacher stated, “I feel like we are finally focused on working on our student’s thinking and reasoning skills. This focus will serve our students better, not just in math class, but in every class.”

The innovative work of a few educators working collaboratively to benefit our students receiving special education services, has the potential of improving the learning of all students.

References:

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Washington, DC: Authors.

“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.” (NGA and CCSSO, 2010)

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Developing meaningful mathematics goals for ieps.

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Rachel Lambert

In the last few months, several educators have asked me some variant of the following question:

How do we shift students’ IEP goals from rote memorization to meaningful mathematics?

IEP goals are the heart of instruction for students with disabilities. In my experience, a narrow goal can contribute to all sorts of unintended consequences for a child’s mathematics. What kind of mathematics instruction might a child receive whose IEP goal states,

Given a set of numbers, STUDENT will solve two digit addition problems without regrouping with 80% accuracy in 4/5 trials.

In this case, it would then appear to be the civil right of the child to receive endless worksheets in addition without regrouping to prepare them to master this goal. Then when they mastered that sub-skill, they could be taught addition with regrouping in a separate set of worksheets. This kind of instruction will create mathematical habits in children that we should not be encouraging: in this case, we are teaching the child that mathematics means applying memorized procedures when they are told to by the teacher, and does not include sense making or struggle. This creates children who, when you actually give them a meaty mathematical problem, ask you “but what is the operation?” We create that kind of learned helplessness in mathematics by oversimplifying and underchallenging children. So, in the endless cycle of educational unintended consequences, by following the child’s IEP, we provide instruction and assessment based towards a goal that will create a misunderstanding. Whew.

IEP goals need to be specific, measurable, achievable, relevant and time-bound, and that structure contributes to overly prescriptive mathematical goals. When I first began work as a special educator, I saw some very non-specific IEP goals such as

STUDENT will learn multiplication.

I am not kidding.

So this movement towards more relevant IEP goals, goals that actually can be assessed, IS a civil right for a child with a disability. IEP goals are tools to ensure that a child with a disability is being educated, rather than ignored. They should be taken seriously, and designed carefully for the good of that child.

But who will protect the children from overly-rote IEP math goals?

Here is a post called Developing Mathematics IEP Goals and Objectives that Work! , that documents the work of a group of educators in Maryland who collaboratively redesigned IEP math goals to better align with standards-based mathematics,

The result of the collaboration was a tool that guides special educators through the development of student goals and objective that focus on a student’s long-term mathematics learning. The focus on learning behaviors is shifting our special educator’s thoughts about supporting mathematics instruction. Instead of mathematics views as a disconnected set of skills to be memorized, our teachers are viewing problems as puzzles with multiple solution paths and high levels of critical thinking. Additionally, our teachers are reporting that the scaffolding of the behaviors helps determine exactly where student skill levels lie and how to adjust instruction to advance their mathematical abilities. So, for the first time, IEP goals and objectives are aligned to the everyday instruction meaning that our students are pulled out of first instruction far less frequently. (

Because the mathematics goals were better aligned to the standards-based mathematics in the general education classrooms, this shift in IEP goals allowed students with disabilities to be pulled out of math class “far less frequently.”

Clearly, for us to rethink mathematics IEP goals, we need to design collaborations between general and special educators. In the case of these educators from Maryland, a team approach mattered. What also mattered was shifting the focus of IEP goals from computation to the Standards for Mathematical Practice. I might suggest that a learner could benefit from two mathematics IEP goals: one SMP goal, and one content goal.

Let’s think through an IEP goal based on the first Standard for Mathematical Practice:

MP1. Make sense of problems and persevere in solving them.

The first SMP is a critical goal for all kids, and particularly for any kid who either doesn’t fully invest themselves in mathematical work, or who tends to apply procedures without thinking through the problem. So how can we make this goal specific, measurable, achievable, relevant and time-bound?

As I write this goal, I think of a student I once had, let’s call him Joe. Joe was in a special education classroom with traditional mathematics instruction until 3rd grade, when he was placed in a general education classroom. Joe was a quiet, thoughtful child who found mathematics difficult, and would often sit with a math problem for long periods of time without starting. Because Joe had lots of practice in math following teacher procedures, and very little practice solving independently, he needed additional support to be able to begin and solve those problems. What about this goal for his IEP, inspired by SMP1, but with different wording?

When given a CGI story problem, Joe will use strategies such as representing the problem with drawings or manipulatives, reaching a solution in 4 out of 5 classroom sessions, documented by teacher observation and/or student work.

To assess IEP goals, special educators make sure it is SMART (Specific, Measurable, Achievable, Relevant and Time-bound). Is this goal specific enough that we could assess it? It specifies the kind of problem that we will assess, not just any math work, but CGI story problems. We would be looking for BOTH Joe using strategies such as drawing, but also him reaching a solution (no mention of whether it was correct or not). We should be able to see him using these strategies, or direct-modeling the problem, as we observe him in class, and in his student work. It is only slightly time-bound, that he must reach a solution during a classroom session. Adding additional time pressure, I believe, would be highly counter-productive. Most importantly, it is relevant. If Joe was able to develop this new habit of making sense of mathematics, he would be able to tackle increasingly more challenging work.

The Standards for Mathematical Practices are made to be general, to cover many situations. Using them as IEP goals means that they need to be made specific to the curriculum of the child’s classroom and the child’s particular needs.

A good IEP goal is also tied to instructional strategies. In this goal, a teacher would need to conference with Joe, coaching him strategically. How can we begin to solve a problem? We can visualize the problem, we can represent it in a drawing, and we can represent the problem using manipulatives. The first objective might be:

When given a CGI story problem and a teacher prompt , Joe will use strategies such as representing the problem with drawings or manipulatives, reaching a solution 4 out of 5 classroom sessions, documented by teacher observation and/or student work.

Goals for other students using SMP 1 might look very different, depending on the child and the curriculum.

What can a group of educators work on to delve deeper into the mathematical IEP goals of their students? First, you could begin by picking focus students, writing MPS IEP goals for them, and then carefully assessing their progress. To get started, you could analyze the mathematical goals in a goal bank (here is one developed in Oregon and appears to be in use in NYC). What is the cognitive demand of these goals? Which are tied to the MPS? How will you assess the student’s developing of reasoning? Of mathematical critique? You could track their participation in small group and whole group discussion.

Supporting Students with Quantitative Concepts: IEP Goal Ideas

As educators and parents, we understand the importance of supporting students in their academic and social-emotional development. One area that often poses challenges for students is quantitative concepts. These concepts, such as numbers, counting, operations, and measurement, form the foundation for mathematical understanding and problem-solving skills. In this blog post, we will explore the significance of setting Individualized Education Program (IEP) goals for students with quantitative concept difficulties and provide examples of goals that can be incorporated into their IEPs.

Understanding Quantitative Concepts

Quantitative concepts refer to the understanding and application of numbers, counting, operations, and measurement. These concepts are essential for everyday life, as well as academic success in subjects like mathematics and science. For example, understanding numbers and counting is crucial for tasks such as telling time, managing money, and following recipes. Common challenges that students may face in understanding quantitative concepts include difficulty with number sense, counting, basic operations, word problems, and interpreting graphs and charts.

Difficulties in quantitative concepts can have a significant impact on a student’s academic and social-emotional development. Struggling with these concepts may lead to frustration, low self-esteem, and a lack of confidence in their abilities. It is essential to address these challenges early on and provide appropriate support to help students build a strong foundation in quantitative concepts.

Setting IEP Goals for Quantitative Concepts

Individualized Education Program (IEP) goals play a crucial role in supporting students with quantitative concept difficulties. These goals provide a roadmap for educators, parents, and related professionals to address the specific needs of each student. When setting IEP goals for quantitative concepts, it is important to consider the individual student’s current level of understanding, identify specific areas of difficulty, and collaborate with the student, parents, and other professionals involved in their education.

Here are some examples of IEP goals for quantitative concepts:

Goal 1: Improve number sense and counting skills

By the end of the IEP period, the student will demonstrate improved number sense and counting skills by accurately counting objects up to 20 and identifying the quantity represented by numbers up to 100.

Goal 2: Enhance understanding of basic operations (addition, subtraction, multiplication, division)

By the end of the IEP period, the student will demonstrate an enhanced understanding of basic operations by solving addition and subtraction problems within 20, multiplication problems within 100, and division problems within 100 with 80% accuracy.

Goal 3: Develop proficiency in solving word problems involving quantitative concepts

By the end of the IEP period, the student will develop proficiency in solving word problems involving quantitative concepts by accurately solving multi-step word problems that require addition, subtraction, multiplication, and division with 70% accuracy.

Goal 4: Increase ability to interpret and use graphs, charts, and tables

By the end of the IEP period, the student will increase their ability to interpret and use graphs, charts, and tables by accurately reading and analyzing data presented in various formats and using the information to answer questions with 80% accuracy.

Goal 5: Enhance estimation and measurement skills

By the end of the IEP period, the student will enhance their estimation and measurement skills by accurately estimating and measuring length, weight, and volume using appropriate tools and units of measurement with 70% accuracy.

Strategies for Supporting Students with Quantitative Concepts

Supporting students with quantitative concepts requires individualized instruction and interventions. Here are some strategies that can be implemented:

Individualized instruction and interventions

Utilizing multisensory approaches can help students engage with quantitative concepts. For example, incorporating tactile materials, such as manipulatives, can enhance understanding and retention. Breaking down complex concepts into smaller, manageable steps allows students to build their understanding gradually. Providing visual supports, such as diagrams, charts, and number lines, can also aid comprehension.

Incorporating real-life applications and contexts

Connecting quantitative concepts to everyday situations helps students see the relevance and practicality of what they are learning. Engaging students in hands-on activities and projects, such as cooking, building, or measuring, allows them to apply their knowledge in meaningful ways.

Promoting metacognitive skills and self-regulation

Encouraging reflection and self-assessment helps students develop metacognitive skills, enabling them to monitor their own understanding and progress. Teaching problem-solving strategies and self-monitoring techniques empowers students to become independent learners and problem solvers.

Collaboration and Monitoring Progress

Collaboration among educators, parents, and related professionals is essential in supporting students with quantitative concept difficulties. Regular monitoring and assessment of student progress allow for timely adjustments and modifications to goals and strategies. By working together, we can ensure that students receive the necessary support and interventions to succeed.

Supporting students with quantitative concepts is crucial for their academic and social-emotional development. By setting appropriate IEP goals, implementing effective strategies, and fostering collaboration, we can provide the necessary support to help students build a strong foundation in quantitative concepts. Let’s advocate for appropriate IEP goals and empower our students to reach their full potential.

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Exploring the Importance of Social Communication in Grade 12: Insights for Educators Exploring the Importance of Social Communication in Grade 12: Insights for Educators Welcome to my blog! In this post, we will delve into the significance of social communication in...

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Nov 29, 2023

7 Proven Word Problem IEP Goals to Boost Math Skills in Special Education

Do you ever wonder how we can better support students with disabilities in developing their math skills? The secret lies in individualized education programs (IEPs) and word problem IEP goals specifically designed to empower these students. By setting tailored, achievable goals and implementing effective strategies, we can help special education students unlock their potential and thrive in the world of mathematics.

In this blog post, we’ll explore the importance of word problem skills, the components of effective word problem IEP goals, various teaching strategies, sample goals for different math operations, and how to adapt these goals for students of different age groups and reading abilities. So, let’s dive into the world of IEP goals and word problems to help students succeed in math!

Key Takeaways

Create SMART goals with measurable criteria to boost math skills in special ed

Use visual supports, breaking down problems into smaller steps & reinforcing keywords/vocabulary for effective teaching of word problems

Monitor progress and adjust IEP goals regularly for best support of student growth

Developing IEP Goals for Word Problems

Student working on math word problem IEP Goal

Individualized Education Programs (IEPs) are instrumental in addressing the distinct needs of students with disabilities. These customized plans set specific goals and provide accommodations that enable students to improve their math skills and independently determine solutions to problems. Creating successful IEP goals for word problems involves strategies like one to one correspondence to help students comprehend the relationship between numbers and items in the problems.

Setting clear goals boosts a student’s capacity to identify key information, apply accurate mathematical operations, and refine problem-solving skills. Let’s look closer at the importance of word problem skills and the components of effective IEP goals.

Importance of Word Problem Skills

Proficient word problem-solving skills are pivotal for success in academics, professional life, and practical applications. Teaching students to solve word problems effectively aids in developing their critical thinking and problem-solving skills, beneficial in diverse life aspects. Furthermore, working on word problems helps students strengthen their executive functioning skills, such as working memory and cognitive flexibility.

To help special education students grasp keyword vocabulary, teachers can clearly explain the words and their meanings, as well as provide practical examples of word problems that involve these keywords. This focused approach can help students achieve their math goals and improve their overall understanding of word problems.

Components of Effective IEP Goals

An effective IEP goal should be SMART:

Specific: Delineate the desired outcome, success criteria, and completion timeframe

Measurable: Enable effective planning, monitoring, and evaluation of the student’s progress

Achievable: Realistic and attainable for the student

Relevant: Address the student’s specific needs and areas of growth

Time-bound: Have a clear completion timeframe

This clarity and focus enable us to effectively plan, monitor, and evaluate the student’s progress.

Assessing progress is integral to the success of an IEP goal. A student’s performance can be measured quarterly, allowing the IEP team to make adjustments and provide additional support as needed. Setting measurable goals heightens accountability and student engagement, fostering overall academic success.

Strategies for Teaching Word Problems in Special Education

Visual aids for teaching word problems for IEP goals

Various teaching strategies can support special education students in understanding and solving word problems. These strategies include using visual supports, breaking down problems into smaller steps, and reinforcing keywords and vocabulary. Implementing these techniques helps provide the requisite support for students to excel in their mathematical word problem skills.

Let’s dive deeper into these strategies and explore how they can be effectively applied in the classroom.

Visual Supports

Visual aids like graphic organizers and manipulatives can considerably augment a student’s grasp of word problems. Number lines, Cuisenaire rods, and place value charts are just a few examples of math manipulatives that can be used with graphic organizers to help students visualize and solve word problems.

Visual supports can also be particularly helpful for students who struggle with reading comprehension or have difficulty processing verbal information. Diagrams, charts, or pictures can make the problem more concrete and easier to understand. They can also help students organize information and identify key details in the problem, increasing engagement and motivation.

Breaking Down Problems into Smaller Steps

Segmenting word problems into smaller steps can enhance comprehension, reduce cognitive load, refine problem-solving skills, and foster confidence for students in special education. To break down word problems into smaller steps, it’s crucial to visualize the problem, break it into smaller components, and then guide students through each step.

Using a variety of teaching techniques can prove effective in helping special education students break down word problems. Some techniques to consider are:

Solving word problems regularly

Teaching problem-solving routines

Visualizing or modeling the problem

Providing clear and concise models

By incorporating these techniques into your teaching, you can support special education students in understanding and solving word problems more effectively.

Reinforcing Keywords and Vocabulary

Imparting and reinforcing keyword vocabulary is vital in aiding students to comprehend word problems better. By recognizing key words and phrases that indicate mathematical operations and relationships, students can apply the right problem-solving strategies and improve their comprehension of word problems.

Some effective techniques for reinforcing keywords and vocabulary in special education include:

Using keyword vocabulary

Training students to paraphrase relevant information

The keyword method

Word walls or graphic organizers

Keep in mind that solely relying on keywords could limit conceptual understanding, so it’s essential to incorporate other teaching strategies as well.

Sample IEP Goals for Different Math Operations

Teacher guiding student in math problem solving

To enhance support for special education students in solving word problems, we should consider sample IEP goals for different mathematical operations, like:

Addition Word Problem IEP Goal

A sample goal for solving one-step addition word problems could be: “Given a one-step addition word problem (single digit, double-digit, etc.), the student will independently solve the problem with 80% accuracy on 4 out of 5 trials.” For multi step word problem scenarios, you might aim for: “Given a multi-step addition word problem, the student will independently solve the problem with 75% accuracy on 4 out of 5 trials.”

These goals encourage students to develop a deeper understanding of the addition process while also addressing their individual needs in solving word problems. By setting specific accuracy rates and timeframes, we can better track progress and make necessary adjustments to the goals.

Example Addition Word Problem IEP Goals

1.OA.A.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. This goal covers the following objectives

Solve addition word problems with pictures

Scaffolded addition word problems with sums up to 10

Solve addition word problems with sums up to 20

Write an addition sentence that fits the story (two-digit numbers)

Grade Level Standard: 1.OA.A.2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. This goal covers the following objectives

Add three numbers - word problems

Solve addition facts - sums up to 20

Solve addition word problems - sums up to 10

Subtraction Word Problem IEP Goal

A sample goal for solving subtraction word problems might be: “Given a subtraction word problem, the student will independently solve the problem using appropriate subtraction strategies with 80% accuracy, in 4 out of 5 opportunities, by the end of the IEP period.” This goal focuses on the student’s ability to apply subtraction strategies effectively and accurately in solving word problems.

Setting a specific accuracy rate and timeframe allows us to monitor the student’s progress and make any necessary adjustments to the goal. Remember to keep the goal SMART:

Example Subtraction Word Problem IEP Goals 2.OA.A: Represent and solve problems involving addition and subtraction.

2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. This goal covers the following objectives

Solve two-step addition and subtraction word problems - up to 100

Add and subtract word problems - up to 100

Add and subtract word problems - up to 20

Add three numbers up to two digits each: word problems

Multiplication and Division Word Problem IEP Goal

For multiplication word problems, a sample goal could be: “Given a word problem that requires multiplication, the student will solve the problem and find the product with 80% accuracy on 4 out of 5 trials.”

As for division word problems, a goal might look like this: “Given a division word problem, the student will independently solve the problem using appropriate division strategies with 80% accuracy, in 4 out of 5 opportunities, by the end of the IEP period.”

These goals focus on the student’s ability to apply multiplication and division strategies effectively and accurately in solving word problems. By setting specific accuracy rates and timeframes, we can track progress and make any necessary adjustments to the goals.

Example Multiplication and Division Word Problem IEP Goals

3.OA.A.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. This goal covers the following objectives

Write variable equations to represent word problems: multiplication and division only

Multiplication and division word problems

Division word problems

Multiplication word problems

These goals can serve as a guide for writing more specific individualized IEP goals that cater to the unique needs of each student.

Bear in mind, personalizing the IEP goal to cater to each special education student’s individual needs is imperative. With that in mind, let’s explore some sample goals for each math operation.

Adapting Word Problem IEP Goals for Different Age Groups

Adapting IEP goals for different age groups

As students advance in their education, their IEP goals for word problems should adapt to accommodate their evolving needs and abilities. In this section, we’ll discuss how to adapt IEP goals for different age groups, such as elementary, middle, and high school students.

Taking into account the distinct needs of students at each educational stage, we can formulate effective and age-appropriate IEP goals that bolster their growth and development in mathematical word problem skills.

Elementary School

For elementary school students, IEP goals for word problems should focus on building a solid foundation in math skills and problem-solving strategies. Some ways to adapt IEP word problems for this age group include:

Simplifying the language and concepts

Using visual aids and manipulatives

Providing step-by-step guidance

Incorporating real-life examples and familiar contexts

These strategies can help students solve word problems better and enhance their understanding.

By setting age-appropriate goals and providing the necessary support, we can help elementary school students develop a strong foundation in word problem skills, setting them up for success as they progress through their education.

Middle School

Middle school students need IEP goals that build on their elementary math skills and delve deeper into more advanced concepts. To adapt IEP goals for this age group, consider:

Increasing the complexity of word problems

Incorporating higher-order thinking skills

Setting up multi-step problems

Providing scaffolding and support

By challenging middle school students with more complex word problems and offering various problem-solving strategies, we can help them develop the skills necessary for success in high school and beyond.

High School

High school students require IEP goals that prepare them for post-secondary education and employment. These goals should focus on analyzing and interpreting data, applying advanced algebraic concepts, and solving multi-step equations. To adapt IEP goals for high school students, give them a clear and concise model of how to solve word problems and ensure ample practice and reinforcement.

By tailoring IEP goals to the unique needs and abilities of high school students, we can help them develop the advanced problem-solving skills necessary for success in their future endeavors.

Monitoring Progress and Adjusting IEP Goals

Tracking progress and modifying IEP goals is imperative to ensure students’ continuous growth and development in their math word problem skills. By regularly assessing student progress, we can make data-driven decisions about instruction and interventions, pinpoint areas of strength and improvement, and make necessary adjustments to IEP goals.

In the next two subsections, we will explore methods for measuring student progress and adjusting IEP goals based on their evolving needs.

Measuring Progress

Tracking student progress toward IEP goals can be accomplished through different methods like:

Direct observation

Assessments

IEP Goal Data Sheets

We should check in on progress towards IEP goals at least every two weeks, but it could be more or less often depending on the goal.

Data analysis plays a crucial role in tracking IEP goals. It helps us:

Identify areas of strength and improvement

Make informed decisions about instruction and interventions

Provide objective evidence of a student’s progress

Adjusting Goals

Modifying IEP goals is vital to ensure continuous progress in students’ word problem skills. If a student isn’t making the appropriate progress or is losing skills they previously had, it may be time to adjust their IEP goal. We should review the IEP annually to ensure that the goals are still suitable for the student.

When adjusting IEP goals for word problems, it’s important to consider the student’s individual needs and progress, as well as any specific challenges they may be facing. By regularly monitoring progress and making necessary adjustments, we can provide the best possible support for our students’ growth in math word problem skills.

In this blog post, we explored the importance of setting IEP goals for word problems to help special education students develop their math skills. We discussed various teaching strategies, such as visual supports, breaking down problems into smaller steps, and reinforcing keyword vocabulary. We also provided sample IEP goals for different math operations and tips for adapting goals to different age groups.

Empowering special education students with the right tools and support can make all the difference in their success in mathematics. By setting individualized, achievable goals and implementing effective strategies, we can help them unlock their potential and thrive in the world of math word problems.

Frequently Asked Questions

What are the iep goals examples.

IEP goals examples range from improving reading comprehension and fluency to developing self-regulation, communication and organizational skills. They may also include honing math skills, fine motor control, social skills and college/career exploration.

What are the IEP goals for letter word identification?

The IEP goal for letter word identification is that the student will correctly identify and verbally name 3 lowercase letters during each session with 80% accuracy across three consecutive data collection points.

What are the IEP writing goals for grammar?

Writing goals for grammar should include complete sentences with proper syntax, sentence variety, subject-verb agreement, punctuation, and capitalization.

What is the significance of IEP goals for word problems?

IEP goals for word problems provide special education students with objectives and accommodations to help them learn math independently and develop their problem-solving skills.

What are some effective strategies for teaching word problems in special education?

Using visual supports, breaking down word problems into smaller steps, and reinforcing keyword vocabulary are effective strategies for teaching word problems in special education.

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IEP Goals For Math Problem Solving

Last Updated on October 8, 2022 by Editorial Team

Math problems may prove exceptionally difficult for students with learning disorders. Thankfully, the schools are now adopting a sincere approach to making education quite inclusive for children with special education needs. In addition to offering individualized education programs , they insist on working with parents/guardians as a team. So, if you are a parent or caretaker of a child with math learning difficulties, you must know about IEP goals approved under the special education program.

In this post, we intend to acquaint you with IEP goals for math problem-solving. By having knowledge of these IEP goals in hand, teachers and parents can ascertain the effectiveness of the program. Also, they can evaluate the program implementation procedure and include changes in a student-centric manner when required.

Measurable IEP goals for math problem-solving

IEP is the right of students with learning difficulties. It has got the backing of IDEA (Individuals with Disabilities Education Act), which is a law.

The law dictates that schools arrange for suitable interventions to help children with special needs meet their educational goals. Governed by these laws, the following is a list of measurable math problem-solving IEP goals:

The goal for building number sense: By the end of the x period, child A will subitize n number of sets containing 10 or few items with 80% accuracy. This goal is suitable for the K2 level and may be repeated till the attainment of perfection.
Pattern identification: A major part of math problem-solving is dependent on the ability to sequence numbers or identify patterns. It is part of math reasoning and the goal reads as, “The student will identify and explain the pattern at least twice with a minimum of 70% accuracy at the end of the academic session.”
Find fractional values: Moving from whole numbers, a student must be familiar with certain parts of it. Hence, the IEP goal for learning fractions includes “the student will identify half, one-third, and one-fourth of a quantity by the end of the chosen period with 70-80% accuracy.”
Attain Operational fluency: By the end of Grade 3, the teacher may strive to impart fluency in doing mathematical operations on whole numbers up to1000 using manipulatives . A suitable format of goal will be, “The student will recall all operational facts, interpret products of whole numbers, and write a verbal expression of mathematical equations with almost 100% accuracy in ‘n’ number of attempts.”
Learn geometry problem-solving: Corresponding to the expectations from students of Grade 5 and Grade 6, the student with individualized education needs shall demonstrate fluency in calculating the perimeter, area , and volume of a given set of geometrical figures (mostly, square, rectangle and circle).
Polynomial expressions’ expansion, combination, and simplification mastery with 80% accuracy
Tabulate and solve graphs based on equations and inequalities
One-step and multi-step linear equations are to be solved using correct strategies 8/10 times with 80% accuracy
Determine slope with at least 80% accuracy from given ordered pairs or equations or graphs

More or less, the IEP goals for math problem-solving surround these classic branches of the subject. With the increase in grades, the level of difficulty changes.

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’,