Make a mnemonic and recall the list
When to use this goal
For students who must memorize lists (steps of a process, parts of a system, order of events) and lose items even after study. Distinct from using a taught mnemonic (ef-wm-018): here the student makes their own. Present levels, not grade, decide the list length.
- Baseline
- Give a list and the usual study time without teaching the strategy; check recall the next day. Then repeat with the strategy. Keep list length and difficulty the same for comparison.
- Tips
- Let the student pick the mnemonic type; personal ones stick best. The next-day recall is the score, written on a quick slip. Use real lists from current classes so the goal helps right away.
- Limits
- Mnemonics help with lists, not with explaining concepts. Next-day recall depends on attendance; skip absent days.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-034.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a content list of 5 to 8 items to memorize for a quiz, the student will create an acronym, sentence, or picture mnemonic for the list and use it to write the list from memory the next day independently with at least 90% accuracy on list items recalled in order the day after study, on 3 of 4 consecutive lists, as measured by work-sample analysis collected weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal401 characters
- By the annual IEP review date, given a content list of 5 to 8 items to memorize for a quiz, the student will create an acronym, sentence, or picture mnemonic for the list and use it to write the list from memory the next day independently with at least 90% accuracy on list items recalled in order the day after study, on 3 of 4 consecutive lists, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a content list of 5 to 8 items to memorize for a quiz
- Behavior
- The student will create an acronym, sentence, or picture mnemonic for the list and use it to write the list from memory the next day independently
- Criteria
- With at least 90% accuracy on list items recalled in order the day after study, on 3 of 4 consecutive lists
- 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 90% accuracy on list items recalled in order the day after study
- Mastery rule:
- on 3 of 4 consecutive lists
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a content list of 5 to 8 items to memorize for a quiz, the student will create an acronym, sentence, or picture mnemonic for the list and use it to write the list from memory the next day independently with at least 90% accuracy on list items recalled in order the day after study, on 3 of 4 consecutive lists, 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.