Use a reference card or anchor chart to recall the next step
Live goal preview
By the annual IEP review date, during multi-step math procedures with a reference card available, when unsure of the next step, the student will check the reference card or anchor chart for the next step and continue the item independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Direct observation can produce opportunities data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Working Memory Strategies.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students whose present levels show they stop or guess when they forget a step in a familiar procedure. The procedure should already be taught; present levels, not grade, decide fit.
- Baseline considerations
- Observe independent work and note each time the student stops, raises a hand, or leaves an item blank because a step was forgotten. Record what the student did next.
- Usage notes
- An opportunity is a moment when the student is stuck on a step that the reference covers. Score as met when the student looks at the reference and then continues the item. Keep the reference card brief and in the same format as instruction.
- Known limitations
- Opportunities are hard to predict and may be sparse; plan short probe sessions with new examples if needed. Using a reference is a support; review periodically whether the student still needs it.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ef-wm-003.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Opportunity tracker. Your goal counts opportunities, so the sheet has one box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during multi-step math procedures with a reference card available, when unsure of the next step, the student will check the reference card or anchor chart for the next step and continue the item independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.