Mark named numbers on a number line
When to use this goal
For students who know the numbers but mark the wrong tick, count the spaces wrongly, or lose their place on a number line, so number line tasks are scored wrong for visual reasons. Fit depends on an error analysis, not grade.
- Baseline
- Use the same number line format for baseline and probes. Note errors of one tick, which point to counting spaces instead of ticks.
- Tips
- Tracking with a finger helps. Coordinate with the math teacher so the number line format matches class materials.
- Limits
- Mixes number sense and visual skills; if errors are large, the need is likely number sense.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-027.
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Goal
By the annual IEP review date, given a 0 to 20 number line with only every fifth tick labeled, the student will draw a dot exactly on the tick for each named number independently on at least 7 of 8 items, on 3 consecutive weekly work samples, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 3 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 Visual-Motor & Visual-Perceptual 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) - Visual-Motor & Visual-Perceptual Skills
- Baseline
- 3 of 8 opportunities.
- Annual goal307 characters
- By the annual IEP review date, given a 0 to 20 number line with only every fifth tick labeled, the student will draw a dot exactly on the tick for each named number independently on at least 7 of 8 items, on 3 consecutive weekly work samples, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 0 to 20 number line with only every fifth tick labeled
- Behavior
- The student will draw a dot exactly on the tick for each named number independently
- Criteria
- On at least 7 of 8 items, on 3 consecutive weekly work samples
- Evaluation method
- Opportunity-by-opportunity data
- 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:
- on at least 7 of 8 items
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a 0 to 20 number line with only every fifth tick labeled, the student will draw a dot exactly on the tick for each named number independently on at least 7 of 8 items, on 3 consecutive weekly work samples, as measured by opportunity-by-opportunity data 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 | 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.