Give a reasonable estimate for an everyday quantity
When to use this goal
For older students whose answers to everyday number questions are far off (guessing that a classroom holds 500 people or a sandwich costs $50), which matters for shopping, jobs and checking calculator answers. Present levels in reading numbers to 1,000 and in comparing amounts decide readiness.
- Baseline
- Write the acceptable range for each question before giving it, using local prices and the student's routines. Record the number given so the size of errors can be tracked.
- Tips
- Choose questions from the student's own life and transition plan (wages, bus fare, the cost of a phone plan). The reference card can become a permanent personal tool.
- Limits
- Acceptable ranges are a team decision and change with local prices; review them each year. Does not measure exact computation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-059.
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Goal
By the annual IEP review date, given 8 everyday questions such as "about how many people fit on a school bus?" or "about how much does a lunch cost?" with no answer choices, the student will give an estimate within the accepted range for each question independently on at least 6 of 8 items, on 3 of 4 consecutive probes, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 2 of 8 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 8 opportunities.
- Annual goal395 characters
- By the annual IEP review date, given 8 everyday questions such as "about how many people fit on a school bus?" or "about how much does a lunch cost?" with no answer choices, the student will give an estimate within the accepted range for each question independently on at least 6 of 8 items, on 3 of 4 consecutive probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 8 everyday questions such as "about how many people fit on a school bus?" or "about how much does a lunch cost?" with no answer choices
- Behavior
- The student will give an estimate within the accepted range for each question independently
- Criteria
- On at least 6 of 8 items, on 3 of 4 consecutive probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
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:
- on at least 6 of 8 items
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 8 everyday questions such as "about how many people fit on a school bus?" or "about how much does a lunch cost?" with no answer choices, the student will give an estimate within the accepted range for each question independently on at least 6 of 8 items, on 3 of 4 consecutive probes, as measured by opportunity-by-opportunity data collected every two weeks.
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 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 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.