Write numerals from dictation and in order
When to use this goal
For students who name numerals but reverse or misform them when writing, or who cannot write the sequence without a model. Separate the handwriting need from the number knowledge need in present levels before choosing this template over a fine motor goal.
- Baseline
- Collect two dictation samples and one sequence sample and list each error type: reversal, wrong numeral, skipped numeral, or illegible. Reversals alone in a 5- or 6-year-old are common; if reversals are the only error, decide with the team whether they count as errors for this goal.
- Tips
- State the reversal rule on the data sheet so every adult scores the same way. Students who can type can meet a modified version by entering numerals on a keyboard; note the response mode.
- Limits
- Writing numerals combines motor and number skills, so a low score may reflect handwriting rather than number knowledge. Coordinate with an occupational therapist if letter and numeral formation is a broader need.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-011.
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Goal
By the annual IEP review date, given 10 numerals from 0 to 20 dictated one at a time, the student will write each numeral so that it is legible and faces the correct direction independently with at least 90% accuracy on written numerals, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Baseline: 50% 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. Work-sample analysis 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 Number Sense.
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 - Number Sense
- Baseline
- 50% accuracy.
- Annual goal321 characters
- By the annual IEP review date, given 10 numerals from 0 to 20 dictated one at a time, the student will write each numeral so that it is legible and faces the correct direction independently with at least 90% accuracy on written numerals, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 numerals from 0 to 20 dictated one at a time
- Behavior
- The student will write each numeral so that it is legible and faces the correct direction independently
- Criteria
- With at least 90% accuracy on written numerals, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- 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 written numerals
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 numerals from 0 to 20 dictated one at a time, the student will write each numeral so that it is legible and faces the correct direction independently with at least 90% accuracy on written numerals, on 3 of 4 consecutive probes, as measured by work-sample analysis collected 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.