Enter a number on a keypad
When to use this goal
For older students with significant support needs who need to enter numbers on a phone, microwave, calculator or elevator panel. Present levels in matching or naming single digits decide readiness; reading the whole number aloud is not required.
- Baseline
- Score each number as correct only if every digit is right and in order. Record whether errors come from skipped digits, swapped digits, or pressing a neighboring key, since each has a different fix.
- Tips
- Use the devices the student uses at home and at work. Checking the display is the step that prevents most real-life errors; keep it in every version.
- Limits
- Does not measure knowing which number to call or what time to set. Never practice with the student's real security codes at school.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-061.
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Goal
By the annual IEP review date, given a written number of 3 to 10 digits, such as a phone number or a microwave time, and a phone, calculator or microwave keypad, the student will type the number on the keypad and check the display against the written number before pressing enter or start independently with 100% accuracy on numbers entered, across 4 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal443 characters
- By the annual IEP review date, given a written number of 3 to 10 digits, such as a phone number or a microwave time, and a phone, calculator or microwave keypad, the student will type the number on the keypad and check the display against the written number before pressing enter or start independently with 100% accuracy on numbers entered, across 4 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a written number of 3 to 10 digits, such as a phone number or a microwave time, and a phone, calculator or microwave keypad
- Behavior
- The student will type the number on the keypad and check the display against the written number before pressing enter or start independently
- Criteria
- With 100% accuracy on numbers entered, across 4 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 100% accuracy on numbers entered
- Mastery rule:
- across 4 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a written number of 3 to 10 digits, such as a phone number or a microwave time, and a phone, calculator or microwave keypad, the student will type the number on the keypad and check the display against the written number before pressing enter or start independently with 100% accuracy on numbers entered, across 4 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.