With ADHD, a multi-step problem loses a step to drifting attention while the math concept itself stays intact. The goal should name the checkpoint prompt used, how often it happens, and whether a skipped step differs from a wrong answer. Open your child’s IEP to the goal page and read one goal for three things: the baseline it starts from, the behavior someone could count, and the date it gets reported.
By The Advocate Ally, checked against the rules it cites. Sources checked September 15, 2026.
Is this your goal?
“Student will complete grade-level math assignments independently with minimal redirection.”
It never says whether a missed problem came from rushing, redirection, or an actual math error.
What the rule says
“A statement of measurable annual goals … [and] [a] description of … [h]ow the child’s progress toward meeting the annual goals will be measured, and when periodic reports … will be provided.”
34 CFR 300.320(a)(2)(i) and (a)(3)
The rule’s own example of a periodic report is quarterly, issued with report cards: four updates a year.
The three tests
Every strong goal below passes all three.
BaselineWhere your child is today, as a number with its date, in present levels.
CountableA behavior two adults would tally the same way. Read the goal: what would you count?
ReportedHow often the number comes home. Check the progress-reporting box, then the last report sent.
Weak“Using a stop-and-check card after step one, Diego will pause, reread the question, then finish the second step, tallied daily and reviewed each month.”
Strong“Using a stop-and-check card after step one, Diego will pause, reread the question, then finish the second step, on 4 of 5 problems, tallied daily and reviewed each month.”
Baseline
Diego rushes past four checkpoints in five problems.
Countable
Pausing, then rereading the question: two clear steps.
Reported
Each day’s tally adds toward the monthly note.
With no target rate, a single steady morning can look like mastery while Diego still rushes past checkpoints most days.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Can we attach a number to how often he must pause?”
Check the meeting notes for whether a target rate was ever discussed.
3rd through 5th grade
Weak“During independent work with a checklist taped to his folder, Diego will circle the operation and box the numbers before solving, on 4 of 5 problems.”
Strong“During independent work with a checklist taped to his folder, Diego will circle the operation and box the numbers before solving, on 4 of 5 problems, reviewed each quarter.”
Baseline
Diego circles the operation on one problem today.
Countable
Circling the operation, boxing the number: both visible.
Reported
Nobody has picked a quarter to review this.
With no quarter fixed for review, a tidy October worksheet can be the last time anyone checks his checklist use.
IDEA requires the IEP to say how progress is measured and reported: 34 CFR 300.320(a)(3).
“Which quarter actually reviews whether he used the checklist at all?”
Open the goal page to see if a review quarter is named.
6th through 8th grade
Weak“Given a two-step percent problem and a highlighter, Diego will show steady effort, on 3 of 4 problems, checked each term.”
Strong“Given a two-step percent problem and a highlighter, Diego will estimate a reasonable range before calculating the exact answer, on 3 of 4 problems, checked each term.”
Baseline
Diego estimates before calculating on one problem only.
Countable
Estimating a reasonable range is one visible mark.
Reported
Report cards carry one score per term.
Nobody can score “show steady effort,” so Diego keeps guessing first and checking never, while errors go uncorrected all year.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What exact step shows he checked before finalizing his answer?”
Present levels should state how often Diego checks his work today.
9th through 12th grade
Weak“Diego will solve two-step equations and verify each solution, on 4 of 5 quizzes, reported each semester.”
Strong“With extended time and a three-step checklist allowed on quizzes, Diego will solve two-step equations and verify each solution, on 4 of 5 quizzes, reported each semester.”
Baseline
Without extended time, Diego verifies one of five.
Countable
Verifying each solution is simple for a teacher.
Reported
Semester reports show whether verification happened at all.
Without the checklist named, Diego can be timed like any other student and lose the verification step that keeps him accurate.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Does this goal name the extended time, or just assume it?”
Turn to the accommodations page. Is extended time on quizzes written there?
What to ask the team
Is a skipped step ever scored the same as a wrong answer?
How often is my child cued to pause and check his work?
Was this baseline taken with or without his checklist in hand?
An example is not your child’s goal: it does not replace the data the team starts from, or advice from someone qualified in your state.
Have every goal in your IEP checked against these three tests, free.
The review reads every page you upload, flags each goal missing a baseline, measurable criteria, a target or a timeline, and quotes the wording with its page.
