Tally a target behavior in agreement with the adult's count
When to use this goal
For students working on a countable behavior (calling out, leaving the seat, using a strategy) who are unaware of how often it happens. Present levels decide the behavior and the session length.
- Baseline
- Define the behavior with examples and non-examples, then have the student and an adult count independently for five sessions. Record the difference each session. Students usually under-count at first.
- Tips
- Each session is one opportunity. Met means the student's total is within one of the adult's total. Compare counts at the end and discuss differences. Once counts agree, the student can set a daily target and the adult can check less often.
- Limits
- Requires an adult count for comparison, which limits sessions. Counting a behavior can reduce it on its own, which is welcome but changes the baseline for any related goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-011.
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Goal
By the annual IEP review date, during a 30-minute class period while tallying a defined target behavior on a counter or card, the student will tally each occurrence of the target behavior so that the count is within one of the adult's count independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily on one period and summarized weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Self-Monitoring.
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
- Executive Function - Self-Monitoring
- Baseline
- 1 of 5 opportunities.
- Annual goal403 characters
- By the annual IEP review date, during a 30-minute class period while tallying a defined target behavior on a counter or card, the student will tally each occurrence of the target behavior so that the count is within one of the adult's count independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily on one period and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute class period while tallying a defined target behavior on a counter or card
- Behavior
- The student will tally each occurrence of the target behavior so that the count is within one of the adult's count independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily on one period and summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily on one period and summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a 30-minute class period while tallying a defined target behavior on a counter or card, the student will tally each occurrence of the target behavior so that the count is within one of the adult's count independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily on one period and summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.