Use ordinal words with a picture sequence
When to use this goal
For students who can order story pictures but cannot answer questions like "what happened third?" or "which picture is fifth?". Present levels in ordinal vocabulary and sequencing, not grade, decide fit.
- Baseline
- Ask 10 questions and record which ordinal words are known. Many students know first and last but not sixth through tenth.
- Tips
- Use real sequences (a recipe, a morning routine, a story) so the words connect to meaning. Both point and name formats are useful.
- Limits
- Ordinal words are partly a language skill; coordinate with the speech-language pathologist when vocabulary is the barrier.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-en-018.
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Goal
By the annual IEP review date, given a row of 6 to 10 picture cards showing a sequence of events and 10 ordinal questions, the student will point to the picture in the named ordinal position, counting from the start arrow independently with at least 80% accuracy on ordinal questions, 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 goal386 characters
- By the annual IEP review date, given a row of 6 to 10 picture cards showing a sequence of events and 10 ordinal questions, the student will point to the picture in the named ordinal position, counting from the start arrow independently with at least 80% accuracy on ordinal questions, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a row of 6 to 10 picture cards showing a sequence of events and 10 ordinal questions
- Behavior
- The student will point to the picture in the named ordinal position, counting from the start arrow independently
- Criteria
- With at least 80% accuracy on ordinal questions, 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 ordinal questions
- 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 row of 6 to 10 picture cards showing a sequence of events and 10 ordinal questions, the student will point to the picture in the named ordinal position, counting from the start arrow independently with at least 80% accuracy on ordinal questions, 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.