Sort numbers as odd or even
When to use this goal
For students who are expected to use odd and even in class (pairing, sharing, patterns) but decide by guessing or by the first digit. Present levels in counting by 2s and in pairing objects decide whether to start with objects or numerals.
- Baseline
- Because the task has two choices, a baseline near 50% is chance. Include two-digit numbers whose tens digit is odd and ones digit is even (for example, 34) to see whether the student looks at the right digit. Record the rule the student states, if any.
- Tips
- Set the target high because chance performance is already 50%. Ask the student to say why a number is even on a few items each session to check the rule rather than the guess.
- Limits
- A high score can come from a memorized digit rule without any idea of pairing. Does not measure use of odd and even in patterns or division.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-015.
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Goal
By the annual IEP review date, given 20 numbers from 0 to 100 presented on cards or a worksheet, the student will label each number as odd or even independently with at least 95% accuracy on odd-even labels, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 55% 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
- 55% accuracy.
- Annual goal300 characters
- By the annual IEP review date, given 20 numbers from 0 to 100 presented on cards or a worksheet, the student will label each number as odd or even independently with at least 95% accuracy on odd-even labels, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 numbers from 0 to 100 presented on cards or a worksheet
- Behavior
- The student will label each number as odd or even independently
- Criteria
- With at least 95% accuracy on odd-even labels, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 odd-even labels
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 20 numbers from 0 to 100 presented on cards or a worksheet, the student will label each number as odd or even independently with at least 95% accuracy on odd-even labels, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.