Move each counter aside as it is counted
When to use this goal
For students who lose track in a pile or scattered group and count some objects twice. Present levels show they can touch-count a row; this goal teaches a strategy for messy sets. Instructional level, not age, decides fit.
- Baseline
- Give 10 piles across two sessions and record whether the student moved objects without prompting, whether every object was counted once, and the final answer. Students who move objects but say two numbers per move need work on matching words to actions.
- Tips
- Score a pile correct when every object is moved once with one number word and the final count is right. Use the cup version with snacks or game pieces at home. Fade the mat once the student moves objects on a plain table.
- Limits
- Moving objects is not possible with pictures; see ma-en-005 for marking strategies. The goal does not measure counting sets too large to handle.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-en-004.
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Goal
By the annual IEP review date, given a loose pile of 5 to 10 counters and a two-sided mat marked to count and counted, the student will slide each counter to the counted side while saying one number word for each, then say how many independently with at least 80% accuracy on piles counted, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 30% accuracy.
- 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. Percent accuracy 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 percent accuracy 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% accuracy.
- Annual goal392 characters
- By the annual IEP review date, given a loose pile of 5 to 10 counters and a two-sided mat marked to count and counted, the student will slide each counter to the counted side while saying one number word for each, then say how many independently with at least 80% accuracy on piles counted, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a loose pile of 5 to 10 counters and a two-sided mat marked to count and counted
- Behavior
- The student will slide each counter to the counted side while saying one number word for each, then say how many independently
- Criteria
- With at least 80% accuracy on piles counted, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on piles counted
- 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 loose pile of 5 to 10 counters and a two-sided mat marked to count and counted, the student will slide each counter to the counted side while saying one number word for each, then say how many independently with at least 80% accuracy on piles counted, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.