Count pictures in rows and scattered
When to use this goal
For students who count objects they can move but lose track with printed pictures, especially scattered ones they cannot touch aside. Present levels in counting real objects, not grade, decide fit.
- Baseline
- Give a mixed probe with rows and scattered groups and score them separately. A big gap between rows and scattered groups is the target for this goal. Note whether the student marks pictures without being reminded.
- Tips
- Marking is the strategy that carries into worksheets and tests. Keep picture size large and spacing clear at first. Score a group correct only when the total is right.
- Limits
- Fine motor needs can make marking hard; a touch-and-slide finger strategy or a pointer can replace it. The goal does not test cardinality without a written or spoken total.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-en-005.
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Goal
By the annual IEP review date, given 10 picture cards, each with 5 to 12 pictures in a scattered layout, the student will count each group by marking each picture with a dot or check as it is counted and write or say the total independently with at least 90% accuracy on picture groups counted, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 40% 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. Work-sample analysis 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
- 40% accuracy.
- Annual goal385 characters
- By the annual IEP review date, given 10 picture cards, each with 5 to 12 pictures in a scattered layout, the student will count each group by marking each picture with a dot or check as it is counted and write or say the total independently with at least 90% accuracy on picture groups counted, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 picture cards, each with 5 to 12 pictures in a scattered layout
- Behavior
- The student will count each group by marking each picture with a dot or check as it is counted and write or say the total independently
- Criteria
- With at least 90% accuracy on picture groups counted, on 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- 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 90% accuracy on picture groups counted
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 picture cards, each with 5 to 12 pictures in a scattered layout, the student will count each group by marking each picture with a dot or check as it is counted and write or say the total independently with at least 90% accuracy on picture groups counted, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected 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.