Count forward or backward from a given number
When to use this goal
For students who must start from 1 to reach a number, or who cannot count backward, which blocks counting-on and counting-back strategies for facts. Present levels show the range in which forward counting is secure; start the backward count inside that range.
- Baseline
- Give five starting numbers for forward counting and five for backward, including numbers that cross a decade (for example, forward from 38, backward from 21). Decade crossings are the usual breakdown point and should be included in the goal condition if they are the problem.
- Tips
- An opportunity is one complete sequence. Mix forward and backward within a session so the student has to listen to the direction. This goal supports the counting-on and counting-back fact strategies.
- Limits
- Oral sequences can be produced by rote without quantity sense. A student who counts well but cannot use counting to add needs a strategy goal in addition to this one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-014.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when given a starting number between 1 and 100 and asked to count forward by ones, the student will independently say the next 10 numbers in the sequence without an error 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 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
- 1 of 5 opportunities.
- Annual goal353 characters
- By the annual IEP review date, when given a starting number between 1 and 100 and asked to count forward by ones, the student will independently say the next 10 numbers in the sequence without an error 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
- When given a starting number between 1 and 100 and asked to count forward by ones
- Behavior
- The student will independently say the next 10 numbers in the sequence without an error
- 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, when given a starting number between 1 and 100 and asked to count forward by ones, the student will independently say the next 10 numbers in the sequence without an error 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.