Set and clear numbers on an abacus
When to use this goal
For braille users learning the Cranmer abacus as a calculation tool. Present levels in place value and number reading decide fit; start with the number range used in class.
- Baseline
- Dictate 10 numbers in the classroom range and check each setting. Note whether errors are in place value, in setting fives, or in clearing.
- Tips
- Score the number left on the abacus after the student reads it back. Clearing before each number is part of the item; numbers set without clearing are errors.
- Limits
- Setting numbers comes before computing. Some teams choose a talking calculator instead; that decision belongs to the team and the TVI.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-014.
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Goal
By the annual IEP review date, given a Cranmer abacus and numbers dictated one at a time, the student will clear the abacus, set the dictated number in the correct place-value columns, and read it back independently with at least 90% accuracy on numbers set correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Braille Literacy.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Vision, Hearing & Assistive Technology - Braille Literacy
- Baseline
- 40% accuracy.
- Annual goal370 characters
- By the annual IEP review date, given a Cranmer abacus and numbers dictated one at a time, the student will clear the abacus, set the dictated number in the correct place-value columns, and read it back independently with at least 90% accuracy on numbers set correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a Cranmer abacus and numbers dictated one at a time
- Behavior
- The student will clear the abacus, set the dictated number in the correct place-value columns, and read it back independently
- Criteria
- With at least 90% accuracy on numbers set correctly, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on numbers set correctly
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a Cranmer abacus and numbers dictated one at a time, the student will clear the abacus, set the dictated number in the correct place-value columns, and read it back independently with at least 90% accuracy on numbers set correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.