Measure length with nonstandard units
When to use this goal
For students who compare lengths directly but are not ready for a ruler, and who need the idea that a length can be counted in equal units laid end to end. Present levels in counting with one-to-one correspondence decide readiness.
- Baseline
- Score an opportunity correct when the units are placed without gaps or overlaps, start at the end, and the count matches. Record which of those three fails; leaving gaps is the usual problem.
- Tips
- The two-unit comparison (more paper clips than cubes for the same object) sets up the idea of standard units later. Keep objects straight-edged at first.
- Limits
- Does not involve standard units or reading a ruler. Requires direct observation of placement, since the count alone can be right by chance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-021.
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Goal
By the annual IEP review date, given a classroom object and a set of identical units such as paper clips or linking cubes, the student will lay the units end to end along the object with no gaps or overlaps and state how many units long it is independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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. Opportunity (trial) recording 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 Measurement, Time & Money.
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 - Measurement, Time & Money
- Baseline
- 1 of 5 opportunities.
- Annual goal408 characters
- By the annual IEP review date, given a classroom object and a set of identical units such as paper clips or linking cubes, the student will lay the units end to end along the object with no gaps or overlaps and state how many units long it is independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a classroom object and a set of identical units such as paper clips or linking cubes
- Behavior
- The student will lay the units end to end along the object with no gaps or overlaps and state how many units long it is independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a classroom object and a set of identical units such as paper clips or linking cubes, the student will lay the units end to end along the object with no gaps or overlaps and state how many units long it is independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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.