high school math problem solving goals

Math IEP Goals For Special Education

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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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’, 

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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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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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Home » Blog » General » Effective IEP Goals for High School Students: Enhancing Problem-Solving Skills

Effective IEP Goals for High School Students: Enhancing Problem-Solving Skills

Special education professionals understand the importance of equipping students with the skills necessary to navigate their academic and social lives. One such critical skill is problem-solving, which plays a significant role in a student’s learning, social interactions, and overall wellbeing.

Understanding Problem-Solving Skills in High School Students

Problem-solving skills refer to a student’s ability to identify an issue, evaluate possible solutions, and take appropriate action to resolve the problem. These skills impact a student’s academic performance, interpersonal relationships, and emotional wellbeing. Developing strong problem-solving skills can help students overcome challenges and build resilience.

The Role of Specialists in Developing Problem-Solving Skills

Different specialists in the school setting can support the development of problem-solving skills in high school students:

• Speech-Language Pathologists: These professionals can help students develop effective communication skills, which are crucial for expressing concerns and asking for help.
• Social Workers: By providing emotional support and teaching coping strategies, social workers can enable students to manage stress and navigate challenging situations effectively.
• Psychologists: School psychologists can assess students’ cognitive and emotional strengths and weaknesses, helping them develop tailored strategies for problem-solving.
• School Counselors: These specialists can guide students in setting realistic goals, making informed decisions, and developing essential life skills.

IEP Goals for Enhancing Problem-Solving Skills

Here are some specific SMART IEP goals to improve problem-solving skills in high school students:

• Strategies and Activities: Role-play scenarios, social stories, and guided practice with peers.
• Strategies and Activities: Brainstorming sessions, problem-solving worksheets, and group discussions.
• Strategies and Activities: Mindfulness exercises, emotion identification activities, and self-regulation techniques.

Implementing and Measuring Progress

To effectively implement these IEP goals and measure progress, try the following tips:

• Collaborate with specialists to create a comprehensive support plan.
• Monitor and document the student’s progress regularly.
• Adjust strategies and activities based on the student’s needs and progress.
• Involve the student in the goal-setting and evaluation process.
• Communicate with parents and caregivers to reinforce skills at home.

Developing problem-solving skills in high school students is crucial for their academic, social, and emotional success. By setting appropriate IEP goals and collaborating with specialists, educators can help students overcome challenges and build resilience. Remember to monitor progress and adjust strategies as needed to ensure continued growth.

Feel free to share your experiences and ideas in the comments below. We encourage you to explore more resources and support at Everyday Speech Sample Materials .

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mathematizing4all

Developing meaningful mathematics goals for ieps.

Published by

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.

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3 responses to “developing meaningful mathematics goals for ieps”.

Thanks for tackling such an important issue Rachel! You’ve left us lots to think about here but you’ve also provided some great suggestions. I really like the way that you’ve called for the teacher and student to conference with one another. We can learn so much about a student from just sitting down and listening to them.

Rachel, I love that I stumbled across this blog post of yours. Our team has been tackling the issue of how to write IEP goals that allow students to participate in an inclusive setting, and that align better with our school’s beliefs about learning. Thank you for this post! I’ve shared it with my team.

Hi, This is exactly what I’ve been attempting to do. The link to Oregon’s goalbank is not operational. Do you know where it moved to?

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• Teachers Collaborative @ TeachTasticIEP
• 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

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

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

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

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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How to apply smart goals to the math classroom.

Mathematics classrooms are complex environments that require the professional work of a teacher to wrangle into productive creative learning spaces, and this complexity is not easy to work with. It takes a high level of flexibility to keep these spaces from becoming chaotic, and this is one of the problems that MathTrack has developed a solution for. Applying SMART goal setting with students in the math classroom can be a way to both differentiate expectations, but also bring students into the learning process and encourage autonomy. In this article we will explore how SMART goals work and how they can be uniquely applied to the mathematics classroom to differentiate instruction and classroom expectations. 

What are SMART goals?

You may be familiar with SMART goals already, but for the sake of clarity here’s a quick recap. 

The framework for writing and applying SMART goals was first introduced in the 1980s by George T. Doran in his paper, " There's a S.M.A.R.T. Way to Write Management's Goals and Objectives . "

SMART is an acronym that stands for:

Note: It’s important to acknowledge that R is often mistakenly labeled as Realistic, and while this is a valuable trait for goals to have, it is already covered by the Achievable component and thus not worth losing relevancy over. Achievable is also sometimes labeled as Attainable, which is ultimately the same quality. The list you see above is the original meaning of the acronym, and the definition we will stick with for this article.  

Checking that a goal meets these 5 characteristics helps us avoid setting ourselves up for failure because a goal that is SMART is much more likely to be completed successfully. The order in which your goal meets these criteria does not matter, it is more of a guide to check if you goal makes sense and will actually help you grow. 

SMART goals teach us skills beyond the goal itself

In education, SMART goals can be extremely useful. Goal setting is an example of a tool that can contribute to both the learning of soft skills and transferable skills. 

Transferable skills are abilities that can be applied across various contexts, industries, or roles. They are often acquired through experiences, education, or training. Examples of transferable skills include problem-solving, critical thinking, adaptability, and communication.

Soft skills , on the other hand, are personal qualities that enable effective interaction with others and contribute to overall success. They are often intangible and can be developed through self-awareness, practice, and experience. Examples of soft skills include empathy, teamwork, emotional intelligence, and leadership.

While students in school study specific topics, like mathematics, they should also be gaining both soft and transferable skills. SMART goals help us achieve this in a few ways. Its broad use across different environments and industries means that the SMART goal framework is widely recognized, and thus directly applicable beyond the k-12 space. The way the framework is set up is also very specific in and of itself, making it approachable for students who are building up personal learning habits and critical thinking skills for the first time. Let’s consider each component individually:

• Specific - A goal that is specific should not be vague or generalized. We should know exactly what work is being described and in what quantity. Talking about goals being specific helps us get better at communicating clearly, bringing awareness to what we assume is obvious or implied. 
• Measurable - A goal that is measurable should be able to be described as complete with a simple yes or no. This component helps us avoid generalizations such as “do more of this” or “get better at that”. These generalizations are too vague to make it clear if the goal was actually met or not. As teachers this ambiguity makes it really difficult to hold students accountable to their progress and actually celebrate their growth. 
• Achievable - A goal that is achievable should still be slightly challenging, but it should also be realistic within the context of who the goal is for and their overall capacity. This requires self-reflection and talking with students about what feels achievable to them helps us check in their overall workload and abilities.
• Relevant - A goal that is relevant is tied to larger goals and expectations. What is relevant changes within the context of where and why we are setting goals, and this can be a great way to have conversations with students about how short term planning leads to long term progress.
• Time-bound - When we set a time-bound goal we should know exactly when it is due. Without a time constraint we don’t actually have the information necessary to assess for relevance or achievability. While it is the last component of our acronym, it can actually be easier to write a SMART goal if you have a time frame in mind first.

Setting SMART goals in the math classroom

There are many ways to apply SMART goals to your classroom, and finding the best application for you and your students’ needs may take some experimentation. To help you get started here are a few examples of the kinds of goals that math teachers can apply.

Content goals

Good content goals should align with the kind of curriculum and expectations that exist in your classroom. If you use adaptive online learning tools, such as IXL or Mathspace , SMART goals can describe the level of mastery students are working towards. 

Example: Reach at least 75% mastery on section 1.03 by the end of the week.

For curriculum that is more static (such as paper worksheets) you can set goals about the completion of specific activities. These goals can be focused more on the completion itself, or can include specific scores.

Example: Earn at least an 80% on the section 4.02 quiz this week. 

Habit goals

Goals related to classroom expectations, soft skills, or transferable skills, can be an excellent way to help students learn habits that support overall learning. Here are some general ones we recommend:

• I will bring both my chromebook and its charger to class each day this week.
• I will write my name at the top of every Exit Ticket assigned this week.
• I will bring a pencil of my own to class at least 4 out of 5 days this week.

That last goal includes some flexibility for the student, which can be a great way to keep students encouraged if they struggle with certain expectations. Building in a 2nd chance for a student gives them room to make mistakes while still meeting the expectations outlined in the original goal.

Implementing SMART goals with students

MathTrack recommends using a goal setting worksheet such as this one to implement goal setting with students. This strategy is based on what is taught in our teacher training pathways, including our transition to teaching , bachelor's degree , and professional development programs. 

This worksheet has several components. The first half provides a place to document who the goals are for, what date the goals are being set on, the goals themselves, and if the goals meet the SMART criteria. Once the above has been filled out successfully both the student and teacher sign off on the goals for them to officially begin. 

The second half of the sheet would be filled out on the day the goals are due. We refer to this as a check in day since it should include not just time to see if the goals were complete or not, but also time for reflection. 

This section also includes a place for a parent or trusted adult to sign off on their reflection. This is ultimately optional, but can be a great way to build in another layer of accountability for the student, and communicate their progress to their parent at the same time. 

Differentiating SMART goals

SMART goals can be a great framework for differentiating expectations. While all students might be required to complete SMART goals, the goals themselves can be different for each student. Differentiation can vary from small adjustments to completely unique expectations.

• An example of a small adjustment might look like writing a goal for each student related to an upcoming quiz, but each student has a different score they are trying to reach.
• A completely unique expectation might be used to help a specific student complete separate coursework to catch up on a skill they missed in a previous grade level.

Gradually releasing students to writing their own SMART goals

Giving students control over their goals can give them a sense of ownership, thus increasing buy-in. However, not all students are mature enough or intrinsically motivated enough to set good goals themselves. When first introducing SMART goals to your class it is a good idea for goals to be written by the teacher and then gradually releasing control to students as they are ready for it. This gradual release may look like this:

• Following an initial lesson on SMART goals, students are given only 1-2 common goals that are exclusively written by the teacher.
• After they are more comfortable with the idea of SMART goals, students a individualized goals that the teacher writes for them.
• Students begin to partially fill in goals set up by the teacher (Example: I will reach [blank]% mastery on topic 3.02 by the end of the week, with the exact percentage set by the student)
• Students fully write their own goals which are approved by the teacher.

As a teacher it is up to you how far you want to take this kind of autonomy. SMART goals can still be an impactful tool with or without direct student input.

SMART goals are a tool that is widely applicable, and there are many ways to successfully use them in the math classroom. They provide a guide for setting really clear expectations with students, which can help them learn how to manage expectations responsibly. When they are used on a regular basis they provide structure for adjusting expectations with students, and is a consistent strategy that can be individualized easily.

If you have any other successful strategies for applying SMART goals with students we encourage you to share them below!  

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