Use a reminder note for a task to do later in the period
When to use this goal
For students who forget instructions given for later (hand this in at the end, put your name on it before you leave). For students who can write a short note or set a reminder.
- Baseline
- Plan several later tasks over two weeks (with a cooperating teacher) and record whether the student wrote anything down and whether the task was done at the right time. Many students do neither; some write it and still forget to look.
- Tips
- Each later task is one opportunity. Met requires both the reminder at the time of the direction and the task done at the stated time. Teach where to put the note so it is seen (on the planner, on the device). Planned opportunities keep data steady.
- Limits
- Planned tasks can feel contrived; tie them to real class needs. A reminder that is written but never seen shows the placement step needs teaching.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-010.
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Goal
By the annual IEP review date, when told to do something later in the period (turn in the form at the end, remind me at 2:00), the student will write a reminder note or set a device reminder at the time of the direction and complete the task at the stated time independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by opportunity-by-opportunity data collected two to three planned opportunities per week.
Baseline: 1 of 5 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
- 1 of 5 opportunities.
- Annual goal449 characters
- By the annual IEP review date, when told to do something later in the period (turn in the form at the end, remind me at 2:00), the student will write a reminder note or set a device reminder at the time of the direction and complete the task at the stated time independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by opportunity-by-opportunity data collected two to three planned opportunities per week.
- Timeframe
- By the annual IEP review date
- Condition
- When told to do something later in the period (turn in the form at the end, remind me at 2:00)
- Behavior
- The student will write a reminder note or set a device reminder at the time of the direction and complete the task at the stated time independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Two to three planned opportunities per week
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly summaries
- Collection schedule:
- two to three planned opportunities per week
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when told to do something later in the period (turn in the form at the end, remind me at 2:00), the student will write a reminder note or set a device reminder at the time of the direction and complete the task at the stated time independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by opportunity-by-opportunity data collected two to three planned opportunities per week.
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. Sheets print blank; no student data is stored.