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Use a taught memory strategy during instruction

Unreviewed draft3-5, 6-8Frequency
Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Number of times a defined behavior occurs during a set observation period.

Counts are only comparable if every observation lasts the same amount of time.

Measurement method

Each occurrence of a clearly defined behavior is tallied during a fixed observation period.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, during a 45-minute instructional block with multi-step tasks, the student will use a taught memory strategy such as writing it down, repeating it, or checking a reference independently at least 4 times per 45-minute instructional block, on 4 of 5 consecutive observed blocks, as measured by frequency recording collected twice weekly.

Baseline: 1 times per 45-minute instructional block.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

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. Frequency 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. Frequency (event) recording can produce frequency 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 who have been taught memory strategies but whose present levels show they rarely use them without being reminded. Present levels, not grade, decide fit.
Baseline considerations
Count strategy use during several blocks and note how many moments called for one (multi-part directions, new information to hold). The ratio helps set a realistic target.
Usage notes
Count each separate use of a taught strategy that is not prompted by an adult. Keep the number of strategy-demanding moments roughly similar across observations. Pair with an outcome measure, such as directions completed.
Known limitations
More strategy use is not always better; the target should reflect the number of moments that call for a strategy. Counts drop if lessons contain fewer multi-step demands.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID ef-wm-004.

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.

Build objectives by

Matching data sheet

Frequency & rate tracker. Your goal counts events in a fixed period, so the sheet records counts and observation length.

Frequency & rate tracker

Frequency
Student label:
 
Target:
at least 4 times per 45-minute instructional block
Mastery rule:
on 4 of 5 consecutive observed blocks
Collection schedule:
twice weekly
Method:
Frequency (event) recording
Data collector:
 

Goal: By the annual IEP review date, during a 45-minute instructional block with multi-step tasks, the student will use a taught memory strategy such as writing it down, repeating it, or checking a reference independently at least 4 times per 45-minute instructional block, on 4 of 5 consecutive observed blocks, as measured by frequency recording collected twice weekly.

Frequency & rate tracker
DateObservation period (start–end)Minutes observedActivity / contextCount (tally)Rate per minutecount ÷ minutes (only if periods vary)Notes

Preview shows 4 of 12 rows.

  • Count each occurrence of the defined behavior per 45-minute instructional block.
  • Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
  • Write the behavior definition at the top of the sheet so all data collectors count the same thing.

The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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