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Academic domain

Number Sense IEP goals

Number sense goals build the early numeracy foundations of counting, quantity, number identification and place value that later computation depends on. Early numeracy measures such as Acadience Math, combined with short hands-on probes, show whether a student understands quantity rather than reciting a sequence.

Common measurability defects

  • Writing "will count to 100" when the real need is one-to-one correspondence and cardinality, which rote counting does not measure.
  • Using manipulatives during instruction but measuring only with worksheets, or the reverse, so data and teaching never line up.
  • Setting "will understand place value" with no task, number range or criterion that shows understanding.
  1. 01Grades K-2AutismCCSS.MATH.CONTENT.K.CC.B.5

    Baseline

    In kindergarten, rote counts to 29 but counts sets of objects with one-to-one correspondence accurately for 3 of 10 sets of 6 to 20 objects. Does not answer "how many" after counting (recounts instead) in 8 of 10 trials.

    Annual goal

    By [annual review date], given 10 sets of 6 to 20 objects arranged in a line, array or scattered, the student will count each set with one-to-one correspondence and answer "how many" with the last number counted for at least 9 of 10 sets on 3 consecutive weekly probes.

    Measured by: Weekly 10-set counting probes with varied objects and arrangements, administered by the special education teacher and scored on a data sheet for correspondence and cardinality. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will count sets of 6 to 10 objects in a line and state the total for 8 of 10 sets on 2 of 3 probes.
    2. By the end of the second grading period, the student will count sets of 6 to 15 objects in lines and arrays and state the total for 7 of 10 sets on 2 of 3 probes.
    3. By the end of the third grading period, the student will count sets of 6 to 20 objects in any arrangement and state the total for 8 of 10 sets on 2 of 3 probes.
  2. 02Grades K-2SLDCCSS.MATH.CONTENT.K.CC.A.2

    Baseline

    In kindergarten, scores 6 on Acadience Math Number Identification Fluency and 5 on Next Number Fluency (median of 3). Identifies numerals 0 to 10 but confuses 12 and 21, 13 and 31, and cannot say the next number after 15.

    Annual goal

    By [annual review date], given a kindergarten Acadience Math Next Number Fluency probe, the student will say the next number for numbers up to 20 to earn a score of at least 18 on 3 consecutive biweekly probes, and will identify numerals 0 to 20 with 95% accuracy.

    Measured by: Biweekly Acadience Math NNF and NIF progress-monitoring probes, administered by the special education teacher. Monthly untimed numeral identification check of 0 to 20. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will score 9 on NNF and identify numerals 0 to 15 with 90% accuracy on 2 of 3 probes.
    2. By the end of the second grading period, the student will score 13 on NNF and identify numerals 0 to 20 with 85% accuracy on 2 of 3 probes.
    3. By the end of the third grading period, the student will score 16 on NNF and identify numerals 0 to 20 with 90% accuracy on 2 of 3 probes.
  3. 03Grades K-2OHICCSS.MATH.CONTENT.1.NBT.B.2

    Baseline

    In 1st grade, correctly represents 4 of 15 two-digit numbers with base-ten blocks and states the tens and ones in 3 of 15. Builds 34 as 34 single units.

    Annual goal

    By [annual review date], given 15 two-digit numbers from 10 to 99, the student will build each with base-ten blocks or draw it in tens and ones and state the number of tens and ones for at least 13 of 15 numbers on 3 consecutive biweekly probes.

    Measured by: Biweekly 15-item place value probes on equivalent forms, administered 1:1 by the special education teacher and scored for representation and verbal explanation. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will represent and state tens and ones for 7 of 15 numbers from 10 to 50 on 2 of 3 probes.
    2. By the end of the second grading period, the student will represent and state tens and ones for 10 of 15 numbers from 10 to 99 on 2 of 3 probes.
    3. By the end of the third grading period, the student will represent and state tens and ones for 12 of 15 numbers by drawing, without blocks, on 2 of 3 probes.
  4. 04Grades 3-5IDCCSS.MATH.CONTENT.2.NBT.A.1

    Baseline

    In 4th grade, identifies the value of digits in three-digit numbers correctly for 6 of 20 items (30%) and compares two three-digit numbers correctly in 9 of 15 trials, often by the first digit only when lengths differ.

    Annual goal

    By [annual review date], given 20 items asking the value of a digit in a three-digit number and 10 pairs of three-digit numbers to compare with >, = or <, the student will answer at least 25 of 30 items (83%) correctly on 3 consecutive biweekly probes.

    Measured by: Biweekly 30-item place value probes on equivalent forms with a place value chart available, administered by the special education teacher. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will answer 14 of 30 items correctly using a place value chart on 2 of 3 probes.
    2. By the end of the second grading period, the student will answer 19 of 30 items correctly on 2 of 3 probes.
    3. By the end of the third grading period, the student will answer 22 of 30 items correctly on 2 of 3 probes.
  5. 05Grades 6-8MultipleCCSS.MATH.CONTENT.2.MD.C.8

    Baseline

    In 7th grade, using a switch-accessible money app and real bills, identifies $1, $5 and $10 bills with 90% accuracy and selects the correct number of $1 bills to pay a whole-dollar price up to $10 in 4 of 10 trials. Does not round up to the next dollar for prices with cents.

    Annual goal

    By [annual review date], given 10 printed or displayed prices from $0.50 to $20.00 and a set of $1, $5 and $10 bills, the student will use the next-dollar strategy to select enough money to pay for at least 8 of 10 items on 3 consecutive weekly probes, in the classroom store and in 2 community settings.

    Measured by: Weekly 10-trial money probes in the classroom store, plus 2 monthly community-based instruction trials, recorded by the special education teacher on a trial-by-trial data sheet. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will pay whole-dollar prices up to $10 with $1 bills for 8 of 10 trials on 2 of 3 probes.
    2. By the end of the second grading period, the student will use the next-dollar strategy for prices up to $10 with cents for 6 of 10 trials on 2 of 3 probes.
    3. By the end of the third grading period, the student will use $1, $5 and $10 bills for prices up to $20 for 7 of 10 trials on 2 of 3 probes.
  6. 06Grades 9-12IDCCSS.MATH.CONTENT.4.NF.C.7

    Baseline

    In 10th grade, when shown two prices for the same item (for example $3.49 and $3.94), identifies the lower price in 11 of 20 trials (55%), close to chance. Compares whole-dollar prices accurately.

    Annual goal

    Within 36 instructional weeks, given 20 pairs of prices up to $99.99 on shelf tags, flyers or a grocery app, the student will compare the dollars and then the cents and identify the lower price for at least 18 of 20 pairs (90%) on 3 consecutive biweekly probes.

    Measured by: Biweekly 20-pair price comparison probes using real shelf tags, flyers and app screenshots, administered by the special education teacher, plus a monthly generalization check during community-based instruction. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will identify the lower price for 14 of 20 pairs that differ in the dollars place on 2 of 3 probes.
    2. By the end of the second grading period, the student will identify the lower price for 15 of 20 mixed pairs on 2 of 3 probes.
    3. By the end of the third grading period, the student will identify the lower price for 17 of 20 mixed pairs on 2 of 3 probes.
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