Count out the requested number of items
When to use this goal
For students who count objects with adult help and are ready to use counting in a real job, such as passing out papers or filling supply cups. Present levels in one-to-one counting decide the numbers used; start within the student's reliable counting range.
- Baseline
- Record 10 requests across 3 days within the target range. Count correct only when the set matches the request exactly. Note the numbers that cause errors; teen numbers are a common break point.
- Tips
- A counting mat with circles or slots makes the count self-checking. Real jobs give a reason to count accurately. This leads into packing and inventory tasks.
- Limits
- Measures counting into sets, not number sense more broadly. Small items make fine motor skill part of the task.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-029.
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Goal
By the annual IEP review date, during a classroom job, when asked to count out a number of papers, pencils, or napkins for a table, the student will count out the number of items on the request and hand over or bag the set independently in at least 8 of 10 opportunities, on 4 of 5 consecutive data days, as measured by opportunity-by-opportunity data collected daily during the classroom job.
Baseline: 2 of 10 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. Opportunity (trial) recording 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 Functional Academics.
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
- Functional & Independence Skills - Functional Academics
- Baseline
- 2 of 10 opportunities.
- Annual goal393 characters
- By the annual IEP review date, during a classroom job, when asked to count out a number of papers, pencils, or napkins for a table, the student will count out the number of items on the request and hand over or bag the set independently in at least 8 of 10 opportunities, on 4 of 5 consecutive data days, as measured by opportunity-by-opportunity data collected daily during the classroom job.
- Timeframe
- By the annual IEP review date
- Condition
- During a classroom job, when asked to count out a number of papers, pencils, or napkins for a table
- Behavior
- The student will count out the number of items on the request and hand over or bag the set independently
- Criteria
- In at least 8 of 10 opportunities, on 4 of 5 consecutive data days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during the classroom job
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 8 of 10 opportunities
- Mastery rule:
- on 4 of 5 consecutive data days
- Collection schedule:
- daily during the classroom job
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a classroom job, when asked to count out a number of papers, pencils, or napkins for a table, the student will count out the number of items on the request and hand over or bag the set independently in at least 8 of 10 opportunities, on 4 of 5 consecutive data days, as measured by opportunity-by-opportunity data collected daily during the classroom job.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.