Turn to the stated page after a short delay
When to use this goal
For students who lose the page number between hearing it and opening the book, then ask or copy a peer. For students who can find pages. Present levels decide the delay length.
- Baseline
- Over a week, record each page-number direction and whether the student reached the right page without re-asking or looking at a peer. Note the delay between the number and the book being open. If the student cannot locate pages at all, teach that first.
- Tips
- Each page or item direction is one opportunity. Met means the correct page within a reasonable time with no re-ask. Teach rehearsal (say it three times) as the first strategy; writing it down is the backup. The teacher can also write the number on the board as a classroom support.
- Limits
- A posted page number removes the memory demand, which is often the right accommodation; decide whether the aim is strategy use or the accommodation. Delays vary by how long book retrieval takes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-008.
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Goal
By the annual IEP review date, when the teacher states a page number and the student must get the book before turning to it, the student will independently turn to the stated page or item without asking again in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during one lesson and summarized weekly.
Baseline: 3 of 10 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Working Memory Strategies.
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 - Working Memory Strategies
- Baseline
- 3 of 10 opportunities.
- Annual goal375 characters
- By the annual IEP review date, when the teacher states a page number and the student must get the book before turning to it, the student will independently turn to the stated page or item without asking again in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during one lesson and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher states a page number and the student must get the book before turning to it
- Behavior
- The student will independently turn to the stated page or item without asking again
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during one lesson and summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily during one lesson and summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the teacher states a page number and the student must get the book before turning to it, the student will independently turn to the stated page or item without asking again in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during one lesson and summarized 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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. Sheets print blank; no student data is stored.