Number sense, facts, algorithms and fractions — with the digits-correct measures that make a computation goal sensitive enough to show progress in a quarter.
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Annual goal
By the annual review date, when given a mixed set of single-digit addition facts, [Student] will write answers at 30 correct digits per minute, as measured by weekly one-minute math computation probes.
Benchmarks
By the annual review date, when given a mixed set of single-digit addition facts, [Student] will write answers at 14 correct digits per minute, as measured by weekly one-minute math computation probes.
By the annual review date, when given a mixed set of single-digit addition facts, [Student] will write answers at 19 correct digits per minute, as measured by weekly one-minute math computation probes.
By the annual review date, when given a mixed set of single-digit addition facts, [Student] will write answers at 25 correct digits per minute, as measured by weekly one-minute math computation probes.
Replace [Student] and any remaining bracket in your own document. The IEP team writes the goal from this student's present levels; this is a starting draft, not an IEP.
Each shown at an example present level and target.
By the annual review date, when given a mixed set of single-digit addition facts, [Student] will write answers at 30 correct digits per minute, as measured by weekly one-minute math computation probes.
By the annual review date, when given a mixed set of single-digit subtraction facts, [Student] will write answers at 28 correct digits per minute, as measured by weekly one-minute computation probes.
By the annual review date, when given multiplication facts through 12 × 12, [Student] will write answers at 35 correct digits per minute, as measured by weekly one-minute fact probes.
By the annual review date, when given multi-digit addition problems requiring regrouping, [Student] will solve them with 90% of digits correct, as measured by weekly computation probes scored for digits correct.
By the annual review date, when given multi-digit subtraction problems requiring regrouping across zeros, [Student] will solve them with 88% of digits correct, as measured by weekly computation probes scored for digits correct.
By the annual review date, when given two-digit by two-digit multiplication problems, [Student] will solve them using a taught algorithm with 85% of digits correct, as measured by weekly computation probes scored for digits correct.
By the annual review date, when given division problems with one-digit divisors, [Student] will solve them with 85% of digits correct, as measured by weekly computation probes scored for digits correct.
By the annual review date, when given a set of objects, [Student] will count them accurately with one-to-one correspondence up to 30 objects and state how many there are, as measured by weekly counting probes recorded on a data sheet.
By the annual review date, when shown numerals in random order, [Student] will name 50 numerals correctly, as measured by a numeral identification inventory taken monthly.
By the annual review date, when given a multi-digit number, [Student] will state the value of a named digit with 90% accuracy, as measured by weekly place value probes scored with a key.
By the annual review date, when adding and subtracting fractions with unlike denominators, [Student] will solve problems with 80% accuracy, as measured by weekly fraction probes scored with a key.
By the annual review date, when given two fractions, [Student] will compare them using <, > or = and explain the comparison, with 88% accuracy, as measured by weekly comparison probes scored with a key.
By the annual review date, when adding and subtracting decimals to the hundredths place, [Student] will align place values and solve with 88% of digits correct, as measured by weekly decimal computation probes scored for digits correct.
By the annual review date, when asked to find a percent of a number, [Student] will solve with 85% accuracy, as measured by weekly percent probes scored with a key.
By the annual review date, when adding and subtracting positive and negative integers, [Student] will solve with 85% accuracy, as measured by weekly integer probes scored with a key.
By the annual review date, when given one-step equations, [Student] will solve for the variable and check the answer by substitution, with 85% accuracy, as measured by weekly equation probes scored with a key.
By the annual review date, when using a calculator on multi-step computation, [Student] will enter the operations in the correct order and record the answer with 92% accuracy, as measured by weekly calculator tasks scored with a key.
By the annual review date, after completing a computation assignment, [Student] will check answers using estimation or inverse operations and correct any errors found, in 4 of 5 assignments, as measured by work samples showing checking marks.
By the annual review date, before solving a computation problem, [Student] will state a reasonable estimate of the answer with 85% accuracy against a range set by the teacher, as measured by weekly estimation probes scored against a range key.
By the annual review date, when asked to skip count by 2s, 5s and 10s from a given number, [Student] will do so accurately with 90% accuracy, as measured by weekly oral counting probes recorded on a data sheet.
By the annual review date, during independent math work, [Student] will work on computation problems for 20 minutes without redirection, as measured by a stamina log kept during independent work.
By the annual review date, when given a multi-step computation problem, [Student] will follow the taught algorithm from start to finish with no adult prompting, as measured by a prompting-level data sheet kept during math instruction.
By the annual review date, when shown a basic fact for three seconds, [Student] will state the answer from memory rather than counting, with 85% accuracy across 20 facts, as measured by weekly flashcard probes with a three-second interval.
Sources
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