Point to a named numeral to 10
When to use this goal
For students who do not yet name numerals aloud, including students who use AAC or are building speech, and who need a response that does not depend on talking. Present levels in matching numerals decide readiness.
- Baseline
- Move the cards to new positions every trial so position does not give the answer, and keep a list of which numerals are known. With a field of 3, chance is 33%, so a baseline near that level means the numerals are not yet known.
- Tips
- Use the access method the student already uses for other choices. Teach confusable pairs (6 and 9, 1 and 7) on purpose once the others are known.
- Limits
- Selection from a small field allows guessing; use enough trials and rotate positions. Does not measure naming numerals or connecting them to quantities.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-026.
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Goal
By the annual IEP review date, given a field of 3 numeral cards from 0 to 10 and a spoken numeral name, the student will point to or touch the numeral that was named independently with at least 90% accuracy on numeral selections, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 30% 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 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
- 30% accuracy.
- Annual goal331 characters
- By the annual IEP review date, given a field of 3 numeral cards from 0 to 10 and a spoken numeral name, the student will point to or touch the numeral that was named independently with at least 90% accuracy on numeral selections, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a field of 3 numeral cards from 0 to 10 and a spoken numeral name
- Behavior
- The student will point to or touch the numeral that was named independently
- Criteria
- With at least 90% accuracy on numeral selections, 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 90% accuracy on numeral selections
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a field of 3 numeral cards from 0 to 10 and a spoken numeral name, the student will point to or touch the numeral that was named independently with at least 90% accuracy on numeral selections, 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.