Counting, comparing, shapes and the first sums, written for a five-year-old’s day — where the evidence is what a child does with the objects in front of them, not what they write on a worksheet.
Annual goal
By the annual review date, when asked to count aloud starting at one, [Student] will name 100 numbers in order without skipping or repeating, as measured by weekly oral counting probes recorded on a data sheet.
Benchmarks
By the annual review date, when asked to count aloud starting at one, [Student] will name 34 numbers in order without skipping or repeating, as measured by weekly oral counting probes recorded on a data sheet.
By the annual review date, when asked to count aloud starting at one, [Student] will name 56 numbers in order without skipping or repeating, as measured by weekly oral counting probes recorded on a data sheet.
By the annual review date, when asked to count aloud starting at one, [Student] will name 78 numbers in order without skipping or repeating, as measured by weekly oral counting probes recorded on a data sheet.
Collecting the data next? Print a tracking sheet built for the way this goal is scored.
Replace [Student] and any remaining bracket in your own document. The IEP team writes the goal from this student's present levels; this is a starting draft, not an IEP.
Each shown at an example present level and target.
By the annual review date, when asked to count aloud starting at one, [Student] will name 100 numbers in order without skipping or repeating, as measured by weekly oral counting probes recorded on a data sheet.
By the annual review date, when given a starting number between 1 and 20, [Student] will continue counting forward to 20 with 90% accuracy, as measured by weekly counting-on probes scored with a key.
By the annual review date, when told a number aloud, [Student] will write 18 numerals between 0 and 20 correctly and right way round, as measured by a numeral writing inventory taken monthly.
By the annual review date, when briefly shown a dot pattern of one to five items, [Student] will say how many there are without counting them one at a time, with 85% accuracy, as measured by weekly flashed-pattern probes recorded on a data sheet.
By the annual review date, when asked for a given number of objects up to 20, [Student] will count that many out of a larger pile and stop, with 90% accuracy, as measured by weekly counting-out tasks recorded on a data sheet.
By the annual review date, when shown two groups of up to ten objects, [Student] will say whether one group has more, fewer or the same number as the other with 90% accuracy, as measured by weekly comparison probes scored with a key.
By the annual review date, when shown two numerals between 1 and 10, [Student] will say which is greater with 90% accuracy, as measured by weekly numeral comparison probes scored with a key.
By the annual review date, when given numeral cards from 0 to 20 in random order, [Student] will place them in order from smallest to largest with 90% accuracy, as measured by weekly ordering tasks scored with a key.
By the annual review date, when given a number up to 10 and a set of counters, [Student] will show two parts that make it and name both parts with 85% accuracy, as measured by weekly part-part-whole tasks recorded on a data sheet.
By the annual review date, when given a number from 1 to 9 and a ten frame, [Student] will find how many more make ten with 85% accuracy, as measured by weekly ten frame probes recorded on a data sheet.
By the annual review date, when given an addition story within 10 and objects to move, [Student] will act it out and say the total with 88% accuracy, as measured by weekly hands-on addition probes recorded on a data sheet.
By the annual review date, when given a take-away story within 10 and objects to move, [Student] will act it out and say how many are left with 85% accuracy, as measured by weekly hands-on subtraction probes recorded on a data sheet.
By the annual review date, when given addition and subtraction facts within 5 read aloud, [Student] will answer at 15 correct answers per minute, as measured by weekly one-minute oral fact probes.
By the annual review date, when given a number from 11 to 19 and a ten frame with loose counters, [Student] will build it as a ten and some ones and say both parts with 85% accuracy, as measured by weekly teen number tasks recorded on a data sheet.
By the annual review date, when shown flat shapes at any size and turned any way round, [Student] will name 8 shapes correctly, as measured by a shape naming inventory taken monthly.
By the annual review date, when shown solid shapes and everyday objects, [Student] will name 5 solid shapes and say whether each is flat or solid, as measured by a shape naming inventory taken monthly.
By the annual review date, when asked to place or describe an object using above, below, beside, in front of or behind, [Student] will respond correctly with 90% accuracy, as measured by weekly position word tasks recorded on a data sheet.
By the annual review date, when named a flat shape, [Student] will build it from sticks or draw it with the right number of sides and corners, with 85% accuracy, as measured by weekly shape building tasks scored with a key.
By the annual review date, when given a mixed set of objects and a named attribute, [Student] will sort them into groups and say how many are in each, with 90% accuracy, as measured by weekly sorting tasks recorded on a data sheet.
By the annual review date, when given two objects to compare directly, [Student] will say which is longer, shorter, heavier or lighter with 90% accuracy, as measured by weekly comparison tasks recorded on a data sheet.
By the annual review date, when shown a repeating pattern of two or three elements, [Student] will copy it and add the next three items with 88% accuracy, as measured by weekly patterning tasks recorded on a data sheet.
By the annual review date, during a small-group math activity, [Student] will stay at the table and take part for 15 minutes, as measured by a duration record kept by classroom staff.
By the annual review date, when given a familiar hands-on math task and its materials, [Student] will complete it from start to finish with no adult prompting, as measured by a prompting-level data sheet kept during math.
By the annual review date, when asked how many during a classroom routine such as snack, line-up or materials, [Student] will count and answer without an adult counting first, in 8 of 10 opportunities, as measured by a daily routine record kept by classroom staff.
Sources
Every figure on this page comes from one of the documents below, with the day it was read. Requirements change — open the source if you need today's wording.