Write everything recalled after a study session
When to use this goal
For students who reread notes and believe they are ready, then score poorly. Writing everything they can recall with the notes closed shows them what is missing. Writing or typing should be accessible; dictation is fine. Present levels, not grade, decide the topic size.
- Baseline
- Make a teacher list of 8 to 12 key points for a topic. After the student's usual study, have them write what they recall and score against the list. Repeat after teaching free recall.
- Tips
- After the recall, the student opens the notes and adds missed points in a second color, so the page shows at a glance what was recalled and what was added. Score only the first color against the teacher list. Teach the student to use the second-color items as the next study target.
- Limits
- Free recall favors students who write fluently; allow dictation or typing. The teacher list takes time to make once per topic.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-041.
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Goal
By the annual IEP review date, after a 15-minute study session on a topic, with notes closed, the student will write or dictate the key points they recall on the topic before opening the notes independently with at least 75% accuracy on key points on the teacher list recalled before opening the notes, on 3 of 4 consecutive weekly checks, as measured by work-sample analysis collected weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal393 characters
- By the annual IEP review date, after a 15-minute study session on a topic, with notes closed, the student will write or dictate the key points they recall on the topic before opening the notes independently with at least 75% accuracy on key points on the teacher list recalled before opening the notes, on 3 of 4 consecutive weekly checks, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After a 15-minute study session on a topic, with notes closed
- Behavior
- The student will write or dictate the key points they recall on the topic before opening the notes independently
- Criteria
- With at least 75% accuracy on key points on the teacher list recalled before opening the notes, on 3 of 4 consecutive weekly checks
- 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 key points on the teacher list recalled before opening the notes
- Mastery rule:
- on 3 of 4 consecutive weekly checks
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, after a 15-minute study session on a topic, with notes closed, the student will write or dictate the key points they recall on the topic before opening the notes independently with at least 75% accuracy on key points on the teacher list recalled before opening the notes, on 3 of 4 consecutive weekly checks, 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.