IEP Math Goals
What are IEP math goals?
IEP math goals usually cover two areas: computation (working with numbers and operations, such as math facts, multi-digit problems and fractions) and problem-solving (applying math to word problems and real-world situations, such as deciding which operation a problem calls for). A well-written math goal names a baseline, a measurable target and a way to measure it, so progress is something the team can see rather than guess. The examples below are starting points to shape with your child's team, not goals to copy.
What a measurable math goal looks like
A measurable annual math goal names the skill, the condition, the criterion and how it is measured. IDEA requires annual goals to be measurable (34 CFR 300.320(a)(2)), so a goal like 'will get better at math' is not enough; a goal names an accuracy percentage, a number of facts solved in a set time or a success rate across trials. It also names what tools are allowed, since a goal worked with a calculator measures a different skill than one worked without.
Example goals by grade band
Each goal below is an example to discuss and adapt with your team, never a target your child must meet. The specific rates and percentages are illustrations of what a measurable goal looks like. To see how the parts fit together, try the goal practice builder.
Lower elementary (K-2)
Example · Computation (addition and subtraction facts)
Given 20 single-digit addition and subtraction facts within 10, [student] will solve with 80 percent accuracy on 4 of 5 trials by the annual review date, as measured by weekly teacher-scored math probes.
What to ask your team: Ask what baseline the goal starts from, meaning how many facts your child solves now. Then ask how the school will collect data between meetings.
Example · Problem-solving (single-step word problems)
Given a single-step addition or subtraction word problem within 20, [student] will choose the correct operation and solve with 70 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-recorded work samples.
What to ask your team: Ask whether the word problem is read aloud to your child or read independently, since that changes what the goal is really measuring.
Upper elementary (3-5)
Example · Computation (multiplication facts)
Given 30 multiplication facts through the tens, [student] will solve with 85 percent accuracy on 4 of 5 trials by the annual review date, as measured by curriculum-based math probes.
What to ask your team: Ask whether the probe is timed, since a timed target measures fluency and an untimed one measures accuracy.
Example · Problem-solving (multi-step word problems)
Given a two-step word problem using addition, subtraction or multiplication, [student] will solve and show each step with 70 percent accuracy on 3 of 4 trials by the annual review date, as measured by scored classroom work samples.
What to ask your team: Ask how partial credit is handled, so a child who sets the problem up correctly gets credit for the reasoning even when the final answer is off.
Middle school (6-8)
Example · Computation (fractions and decimals)
Given 15 problems adding and subtracting fractions with unlike denominators, [student] will solve with 80 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-scored unit probes.
What to ask your team: Ask whether a reference sheet or a calculator is allowed, since that accommodation changes which skill the goal is measuring.
Example · Problem-solving (ratios and percentages)
Given a real-world word problem involving a ratio or a percentage, [student] will set up and solve the problem with 70 percent accuracy on 3 of 4 trials by the annual review date, as measured by scored work samples.
What to ask your team: Ask how this goal connects to the grade-level standards your child is working toward and what supports come with it.
High school (9-12)
Example · Computation (one-variable equations)
Given 10 one-variable linear equations, [student] will solve for the variable with 80 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-scored problem sets.
What to ask your team: Ask how the goal supports the math class your child is enrolled in and the credits they need toward graduation.
Example · Problem-solving (functional money math)
Given a real-world budgeting task with a set amount of money, [student] will calculate the total cost and the money remaining with 85 percent accuracy on 4 of 5 trials by the annual review date, as measured by scored functional-math tasks.
What to ask your team: Ask how the team weighed a grade-level math goal against a functional-math goal for your child's plans after high school.
What makes a goal measurable
- Names a measurable criterion (an accuracy percentage, a rate or a count), not just 'will improve in math'
- States how progress is measured and how often
- Names the condition, such as whether a calculator, manipulatives or a reference sheet is allowed
- Is written in person-first language
- Is a starting point for the team, never a fixed prescription
Common mistakes to watch for
- A goal with no baseline, so there is no way to judge progress
- A goal that says 'will improve math skills' with no number to measure against
- The same goal copied across years with no change in the target
- Deficit-first wording that describes the child by what they cannot do
Get the free IEP Goal-Tracking Sheet (PDF)
One page per goal to log the baseline, the target and every progress update, so you see a pattern across the year.
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