Choose a reasonable measure for an everyday object
When to use this goal
For older students who accept unreasonable numbers for measures (a door 50 inches tall, bath water at 200 degrees), which matters for cooking, jobs and safety. Present levels in reading measurement units decide readiness.
- Baseline
- Use objects and units from the student's daily life and job sampling. Three-choice items have a one-in-three guess rate; a baseline near 33% means the benchmarks are not yet known.
- Tips
- Benchmarks are personal; build them from the student's own body and home. This supports catching errors on measuring tools and calculators.
- Limits
- Choosing from options is easier than producing an estimate; move to the open condition once choices are steady. Does not measure using measuring tools.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-064.
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Goal
By the annual IEP review date, given 10 everyday objects or situations, each with three possible measures that differ greatly, such as a door 7 feet, 70 feet or 7 inches tall, the student will choose the reasonable measure for each object independently with at least 90% accuracy on measure choices, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal395 characters
- By the annual IEP review date, given 10 everyday objects or situations, each with three possible measures that differ greatly, such as a door 7 feet, 70 feet or 7 inches tall, the student will choose the reasonable measure for each object independently with at least 90% accuracy on measure choices, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 everyday objects or situations, each with three possible measures that differ greatly, such as a door 7 feet, 70 feet or 7 inches tall
- Behavior
- The student will choose the reasonable measure for each object independently
- Criteria
- With at least 90% accuracy on measure choices, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 measure choices
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 everyday objects or situations, each with three possible measures that differ greatly, such as a door 7 feet, 70 feet or 7 inches tall, the student will choose the reasonable measure for each object independently with at least 90% accuracy on measure choices, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 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.