Complete a cover, copy, compare fact routine
When to use this goal
For students who need more fact practice than class time gives and can learn to run a short practice routine on their own. Present levels in reading facts and in writing numerals decide readiness.
- Baseline
- Observe the student on two sheets and mark each step independent, prompted or skipped. Skipping the cover step turns the routine into copying; watch for it.
- Tips
- Pair with a timed fact probe so the routine is linked to fluency gains. Students can graph their own probe scores to see progress.
- Limits
- Measures the routine, not fact fluency itself. Choose facts from the student's own unknown list.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-046.
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Goal
By the annual IEP review date, given a cover, copy, compare sheet of 10 addition or subtraction facts the student is learning, during independent work, the student will complete the cover, copy, compare routine for each fact on the sheet without adult prompts, performing all 6 steps independently, on 3 consecutive observed sessions, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Addition & Subtraction.
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
- Math - Addition & Subtraction
- Baseline
- 2 of 6 steps independently.
- Annual goal399 characters
- By the annual IEP review date, given a cover, copy, compare sheet of 10 addition or subtraction facts the student is learning, during independent work, the student will complete the cover, copy, compare routine for each fact on the sheet without adult prompts, performing all 6 steps independently, on 3 consecutive observed sessions, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a cover, copy, compare sheet of 10 addition or subtraction facts the student is learning, during independent work
- Behavior
- The student will complete the cover, copy, compare routine for each fact on the sheet without adult prompts
- Criteria
- Performing all 6 steps independently, on 3 consecutive observed sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- on 3 consecutive observed sessions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a cover, copy, compare sheet of 10 addition or subtraction facts the student is learning, during independent work, the student will complete the cover, copy, compare routine for each fact on the sheet without adult prompts, performing all 6 steps independently, on 3 consecutive observed sessions, as measured by a task-analysis checklist collected twice weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Looks at the fact and the answer in the left column | ||||||||
| 2. Says or reads the fact and answer | ||||||||
| 3. Covers the fact and answer | ||||||||
| 4. Writes the fact and answer from memory | ||||||||
| 5. Uncovers the model and compares the two | ||||||||
| 6. Corrects a wrong answer by writing it again before moving on | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.