Count aloud by ones for one minute
When to use this goal
For kindergarten and first-grade level students who can count but slowly or with stalls at the decades (29 to 30, 39 to 40). Present levels in counting range, not grade, decide fit. Use once the student counts to at least 20 without help.
- Baseline
- Give three 1-minute probes on different days and use the median count of numbers said in correct order. Stop counting correct numbers at the first skip, and write down where it happened. Note long pauses at decades, since these limit the rate more than speed does.
- Tips
- Score only numbers said in the correct order; restart the count at the student's next correct number after an error. Keep the start number the same week to week unless using the second condition. Short daily practice with a chart helps decades become automatic.
- Limits
- Rate reflects speech speed and stamina as well as counting knowledge. It does not measure counting objects. Speech or motor speech needs can lower the rate; consider an untimed goal for those students.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-en-002.
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Goal
By the annual IEP review date, given a 1-minute oral counting probe starting at 1, the student will independently count aloud by ones in order, moving past each decade without stopping at a rate of at least 60 correct responses per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Baseline: 30 correct responses per minute.
- 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. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Timed probes gives rate (per minute) 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
- 30 correct responses per minute.
- Annual goal322 characters
- By the annual IEP review date, given a 1-minute oral counting probe starting at 1, the student will independently count aloud by ones in order, moving past each decade without stopping at a rate of at least 60 correct responses per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 1-minute oral counting probe starting at 1
- Behavior
- The student will independently count aloud by ones in order, moving past each decade without stopping
- Criteria
- At a rate of at least 60 correct responses per minute, in 3 of 4 consecutive weekly probes
- Evaluation method
- Timed probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 60 correct responses per minute
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given a 1-minute oral counting probe starting at 1, the student will independently count aloud by ones in order, moving past each decade without stopping at a rate of at least 60 correct responses per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use the same timing length and probe type every session.
- Rate = number correct ÷ minutes timed.
- Target unit: correct responses per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.