Touch each object once while counting
When to use this goal
For young students who say the numbers faster or slower than they touch, skip objects, or touch one object twice. Present levels and rote counting range, not age, decide fit. The student should already say the numbers to at least the set size.
- Baseline
- Present five rows of different sizes and record the type of error for each: skipped object, double touch, or words and touches out of step. Find the largest set the student counts correctly most of the time and set the goal a little beyond it.
- Tips
- Score an opportunity correct only when every object gets exactly one touch and one number word. Use objects that are easy to touch and do not roll. Slow, rhythmic counting by the adult is a good model.
- Limits
- A row is the easiest layout; scattered sets need moving or marking strategies (ma-en-004, ma-en-005). This goal does not check that the student knows the last number tells how many.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-en-003.
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Goal
By the annual IEP review date, given a straight row of 3 to 10 large objects on a table, the student will touch each object once while saying one number word for each touch independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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 goal322 characters
- By the annual IEP review date, given a straight row of 3 to 10 large objects on a table, the student will touch each object once while saying one number word for each touch independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a straight row of 3 to 10 large objects on a table
- Behavior
- The student will touch each object once while saying one number word for each touch independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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 sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a straight row of 3 to 10 large objects on a table, the student will touch each object once while saying one number word for each touch independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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.