Stop counting out at the requested number
When to use this goal
For students who count out small amounts but keep going past the target with larger amounts or lose track from a big pile. Present levels in counting to 20, not grade, decide fit.
- Baseline
- Present 10 requests and record whether errors are overshooting, losing track, or misreading the numeral. Overshooting is the pattern this goal targets; misreading numerals belongs in a numeral recognition goal.
- Tips
- Use real classroom tasks (counting out pencils for a table, papers for a group) for the second condition. Score an item correct only when the final group matches the request.
- Limits
- Large piles take time; keep sessions short. The goal does not measure making sets by grouping in tens.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-en-010.
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Goal
By the annual IEP review date, given a pile of at least 25 counters and 10 numeral cards from 6 to 20, the student will count out the number of counters shown on each card and stop at that number independently with at least 90% accuracy on requested amounts, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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. 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
- 40% accuracy.
- Annual goal360 characters
- By the annual IEP review date, given a pile of at least 25 counters and 10 numeral cards from 6 to 20, the student will count out the number of counters shown on each card and stop at that number independently with at least 90% accuracy on requested amounts, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a pile of at least 25 counters and 10 numeral cards from 6 to 20
- Behavior
- The student will count out the number of counters shown on each card and stop at that number independently
- Criteria
- With at least 90% accuracy on requested amounts, 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 90% accuracy on requested amounts
- 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 pile of at least 25 counters and 10 numeral cards from 6 to 20, the student will count out the number of counters shown on each card and stop at that number independently with at least 90% accuracy on requested amounts, 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.