Say one number per snack passed out
When to use this goal
For young students who can touch-count at the table but do not use counting during real routines. Present levels and the daily schedule, not age, decide fit. The routine is snack, but cups, napkins, or instruments work too.
- Baseline
- Watch the routine on five days and record whether the student counted at all, whether words and items matched, and the group size. Group size changes daily; write it down so a hard day with a large group is not misread.
- Tips
- An opportunity is one round of passing out. Score it correct when every item gets one number word in order. This goal adds counting to a routine; the number-sense goal for handing out the right number of items (ma-ns-033) can follow.
- Limits
- Routine data depend on the schedule; days without snack or the job give no data. Not designed to measure counting beyond the group size.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-en-006.
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Goal
By the annual IEP review date, during snack time, while passing out one item to each child at the table, the student will say or sign one number word in order for each item as it is given out independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by direct observation collected daily during snack.
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. Direct observation 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 goal338 characters
- By the annual IEP review date, during snack time, while passing out one item to each child at the table, the student will say or sign one number word in order for each item as it is given out independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by direct observation collected daily during snack.
- Timeframe
- By the annual IEP review date
- Condition
- During snack time, while passing out one item to each child at the table
- Behavior
- The student will say or sign one number word in order for each item as it is given out independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 consecutive school days
- Evaluation method
- Direct observation
- Schedule
- Daily during snack
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 consecutive school days
- Collection schedule:
- daily during snack
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during snack time, while passing out one item to each child at the table, the student will say or sign one number word in order for each item as it is given out independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by direct observation collected daily during snack.
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.