Pick up coins and cards from a table
When to use this goal
For students who cannot pick up flat things from a table (coins, playing cards, game pieces) without sliding them to the edge, which slows math with coins, games, and later purchases. Fit depends on a trial, not grade.
- Baseline
- Spread 10 coins or cards and score each pickup: direct pickup, slid to the edge, or dropped. Dimes and thin cards are hardest; note the mix used.
- Tips
- Money lessons and card games make good practice. A non-slip mat is a reasonable accommodation. Later, add moving coins from the palm to the fingers (mt-fm-002) for paying at a register.
- Limits
- Does not measure coin identification or counting. Coins are a choking risk for students who mouth objects.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-037.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 mixed coins spread on a smooth table during a money lesson, the student will pick up each coin with the thumb and fingertip directly from the table and place it in a cup or hand independently on at least 9 of 10 items, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during math or OT.
Baseline: 4 of 10 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 Fine Motor Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Fine Motor Skills
- Baseline
- 4 of 10 opportunities.
- Annual goal379 characters
- By the annual IEP review date, given 10 mixed coins spread on a smooth table during a money lesson, the student will pick up each coin with the thumb and fingertip directly from the table and place it in a cup or hand independently on at least 9 of 10 items, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during math or OT.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 mixed coins spread on a smooth table during a money lesson
- Behavior
- The student will pick up each coin with the thumb and fingertip directly from the table and place it in a cup or hand independently
- Criteria
- On at least 9 of 10 items, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during math or OT
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 9 of 10 items
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during math or OT
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 mixed coins spread on a smooth table during a money lesson, the student will pick up each coin with the thumb and fingertip directly from the table and place it in a cup or hand independently on at least 9 of 10 items, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during math or OT.
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 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.