Count to 10 with voice, sign or device
When to use this goal
For young students and AAC users who are starting the counting sequence and may count by speaking, signing, or selecting number buttons on a device. Present levels and the student's usual way of communicating, not age, decide fit. Set the range just past the point where the sequence now breaks down.
- Baseline
- Record the highest number reached in order on three different days, in the student's own mode. Note where the sequence breaks (often after 5 or at 7 and 8). For device users, check that every number needed is on the page before collecting data.
- Tips
- Score an opportunity correct when the whole sequence to the target is in order. Songs give natural, frequent chances; also count during play so the skill shows up outside the song. Model on the device without requiring the student to copy.
- Limits
- Rote counting is a memorized sequence; it does not show the student links number words to amounts. Pair with a one-to-one or how-many goal. Counting along in a group is easier than counting alone, so note the setting.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-en-001.
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Goal
By the annual IEP review date, during a group counting song or rhyme with the class, the student will independently say, sign or select the number words from 1 to 10 in order without skipping or repeating one in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during group time.
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 Early Numeracy & Counting.
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 - Early Numeracy & Counting
- Baseline
- 1 of 5 opportunities.
- Annual goal349 characters
- By the annual IEP review date, during a group counting song or rhyme with the class, the student will independently say, sign or select the number words from 1 to 10 in order without skipping or repeating one in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during group time.
- Timeframe
- By the annual IEP review date
- Condition
- During a group counting song or rhyme with the class
- Behavior
- The student will independently say, sign or select the number words from 1 to 10 in order without skipping or repeating one
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during group time
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:
- on 4 of 5 observed days
- Collection schedule:
- daily during group time
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a group counting song or rhyme with the class, the student will independently say, sign or select the number words from 1 to 10 in order without skipping or repeating one in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during group time.
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.