Count out objects to pass out during a routine
When to use this goal
For children who recite numbers but cannot count out a set (one napkin per child, three crackers) during a real routine. Present levels in one-to-one counting with objects decide the set size; the math area teaches counting, and this template puts it to use.
- Baseline
- Set up 5 counting opportunities over 2 or 3 days (napkins, cups, blocks) and record whether the count was exact without an adult counting along. Note the error type: extra items, skipped children, or losing count.
- Tips
- Make the child the snack helper or materials helper so counting has a daily purpose. Count a response as correct only when the set is exact. Pair with the math area's counting goals for the underlying skill.
- Limits
- Counting for a routine depends on counting skill; if the child cannot count to 5 with objects, teach that first. Opportunities depend on the classroom giving the child the helper role.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-011.
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Goal
By the annual IEP review date, during snack, when asked to give each child at the table one napkin or cup (4 to 5 children), the student will count out the correct number of items independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and other routines.
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. 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 Preschool & Kindergarten Readiness.
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 - Preschool & Kindergarten Readiness
- Baseline
- 1 of 5 opportunities.
- Annual goal366 characters
- By the annual IEP review date, during snack, when asked to give each child at the table one napkin or cup (4 to 5 children), the student will count out the correct number of items independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and other routines.
- Timeframe
- By the annual IEP review date
- Condition
- During snack, when asked to give each child at the table one napkin or cup (4 to 5 children)
- Behavior
- The student will count out the correct number of items independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during snack and other routines
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 data collection days
- Collection schedule:
- daily during snack and other routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during snack, when asked to give each child at the table one napkin or cup (4 to 5 children), the student will count out the correct number of items independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and other routines.
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.