Identify ordinal positions in a line
When to use this goal
For students who count objects but cannot point to the third one or say who is second in line, which affects following directions and sequencing. Choose the range (first to fifth, first to tenth) from present levels.
- Baseline
- Probe first through tenth in random order and note which positions are known. First and last are usually learned early; second and third often lag, and positions past fifth depend on the student's counting. Vary which end the row starts from so the student has to use the arrow or context.
- Tips
- Embed opportunities in real routines (lining up, steps in a recipe, pages in a book) as well as table tasks so the skill shows up where it matters.
- Limits
- Ordinal vocabulary is partly a language skill; students with language needs may know the concept and not the words. Coordinate with the speech-language pathologist if that is the pattern.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-013.
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Goal
By the annual IEP review date, given a row of 10 objects or pictures and an ordinal word (first through tenth), the student will point to or name the item in the stated ordinal position independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 10 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 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
- 2 of 10 opportunities.
- Annual goal352 characters
- By the annual IEP review date, given a row of 10 objects or pictures and an ordinal word (first through tenth), the student will point to or name the item in the stated ordinal position independently in at least 8 of 10 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 row of 10 objects or pictures and an ordinal word (first through tenth)
- Behavior
- The student will point to or name the item in the stated ordinal position independently
- Criteria
- In at least 8 of 10 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 8 of 10 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 row of 10 objects or pictures and an ordinal word (first through tenth), the student will point to or name the item in the stated ordinal position independently in at least 8 of 10 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.