Highlight only the key ideas in a section
When to use this goal
For students who highlight nearly every line, so the highlighting is useless for review. The text should be at an accessible level. Present levels, not grade, decide the section length.
- Baseline
- Score one or two pages the student has already highlighted: count highlighted phrases that match a key idea on the teacher key, divided by all highlighted phrases. A student who highlights everything will score low, which is the point.
- Tips
- Make a teacher key once per text; it can be reused across students. A phrase counts as matching if it holds the key idea, even with a few extra words. Follow the highlighting with a quick summary from the highlights only.
- Limits
- Teacher keys involve judgment; agree on them in the team. Does not measure recall of the highlighted ideas.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-033.
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Goal
By the annual IEP review date, given a one-page textbook section with headings and a highlighter, the student will highlight no more than one key phrase per paragraph that states the paragraph's main point independently with at least 75% accuracy on highlighted phrases that match a key idea on the teacher key, on 3 of 4 consecutive weekly samples, as measured by work-sample analysis collected weekly.
Baseline: 25% 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. Work-sample analysis 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 Study & Test-Taking 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
- Executive Function - Study & Test-Taking Skills
- Baseline
- 25% accuracy.
- Annual goal403 characters
- By the annual IEP review date, given a one-page textbook section with headings and a highlighter, the student will highlight no more than one key phrase per paragraph that states the paragraph's main point independently with at least 75% accuracy on highlighted phrases that match a key idea on the teacher key, on 3 of 4 consecutive weekly samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a one-page textbook section with headings and a highlighter
- Behavior
- The student will highlight no more than one key phrase per paragraph that states the paragraph's main point independently
- Criteria
- With at least 75% accuracy on highlighted phrases that match a key idea on the teacher key, on 3 of 4 consecutive weekly samples
- Evaluation method
- Work-sample analysis
- 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 75% accuracy on highlighted phrases that match a key idea on the teacher key
- Mastery rule:
- on 3 of 4 consecutive weekly samples
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a one-page textbook section with headings and a highlighter, the student will highlight no more than one key phrase per paragraph that states the paragraph's main point independently with at least 75% accuracy on highlighted phrases that match a key idea on the teacher key, on 3 of 4 consecutive weekly samples, as measured by work-sample analysis 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.