Identify coins by touch
When to use this goal
For students with visual impairment, or others who need a non-visual method, who must tell coins apart by size, thickness and edge (ridged dimes and quarters, smooth pennies and nickels). Present levels in naming coins and in tactile discrimination decide readiness.
- Baseline
- Record confusions; dimes and pennies (small) and nickels and quarters (large) are the usual pairs. Use real coins.
- Tips
- Coordinate with the teacher of students with visual impairments. Folding bills in different ways is a related skill for paper money.
- Limits
- Worn coins are harder to tell apart. Does not measure counting money.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-030.
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Goal
By the annual IEP review date, given one coin at a time from a mixed set of real pennies, nickels, dimes and quarters, without looking, the student will touch each coin and name it independently with at least 95% accuracy on coins identified, 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 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
- 40% accuracy.
- Annual goal344 characters
- By the annual IEP review date, given one coin at a time from a mixed set of real pennies, nickels, dimes and quarters, without looking, the student will touch each coin and name it independently with at least 95% accuracy on coins identified, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given one coin at a time from a mixed set of real pennies, nickels, dimes and quarters, without looking
- Behavior
- The student will touch each coin and name it independently
- Criteria
- With at least 95% accuracy on coins identified, 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 95% accuracy on coins identified
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given one coin at a time from a mixed set of real pennies, nickels, dimes and quarters, without looking, the student will touch each coin and name it independently with at least 95% accuracy on coins identified, 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.