Find a room or address by number
When to use this goal
For students who can read numbers but do not use number order to find a place (walking the wrong way down a hall to room 214). Present levels in comparing and ordering numbers to 1,000 decide readiness.
- Baseline
- Use hallways and blocks the student does not already know by memory. Note whether the student checks a second number to see which way the numbers run, which is the key step.
- Tips
- Even and odd sides of the street can be added for community travel. Coordinate with orientation and mobility staff for students with visual impairment.
- Limits
- Buildings with unusual numbering need a different strategy. Safety during community travel is a separate goal, and staff stay with the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-060.
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Goal
By the annual IEP review date, given a written room or locker number in an unfamiliar hallway of the school, the student will read nearby numbers, choose the direction in which the numbers get closer to the target, and walk to the correct door independently in at least 4 of 5 opportunities, on 2 consecutive weekly checks, as measured by direct observation collected 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. Direct observation 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 goal375 characters
- By the annual IEP review date, given a written room or locker number in an unfamiliar hallway of the school, the student will read nearby numbers, choose the direction in which the numbers get closer to the target, and walk to the correct door independently in at least 4 of 5 opportunities, on 2 consecutive weekly checks, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a written room or locker number in an unfamiliar hallway of the school
- Behavior
- The student will read nearby numbers, choose the direction in which the numbers get closer to the target, and walk to the correct door independently
- Criteria
- In at least 4 of 5 opportunities, on 2 consecutive weekly checks
- Evaluation method
- Direct observation
- Schedule
- 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:
- on 2 consecutive weekly checks
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, given a written room or locker number in an unfamiliar hallway of the school, the student will read nearby numbers, choose the direction in which the numbers get closer to the target, and walk to the correct door independently in at least 4 of 5 opportunities, on 2 consecutive weekly checks, as measured by direct observation collected 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.