Group and recall a list of items using a chunking strategy
When to use this goal
For students who recall two or three items from a spoken or written list and lose the rest. The chunking strategy (grouping by category or first letter) must be taught first. Present levels decide the list length.
- Baseline
- Give three six-item lists without strategy instruction and count items recalled. Then teach chunking and probe again; the difference shows whether the strategy helps this student. Use lists tied to class content.
- Tips
- Count each item recalled in any order. Observe whether the student groups the items (says the categories, writes them in clusters); if recall rises without visible grouping, note it. Use real lists: materials for a project, steps of a procedure, words for a quiz.
- Limits
- List recall in a probe is not the same as using the strategy in class; look for use in real tasks. Some lists do not group naturally; choose ones that do.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-011.
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Goal
By the annual IEP review date, given a spoken list of six items to remember for a classroom task (materials, steps, vocabulary words), the student will recall the items after grouping them aloud or on paper independently with at least 85% accuracy on list items recalled, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 3 lists per probe.
Baseline: 40% 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. Opportunity (trial) recording 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 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
- 40% accuracy.
- Annual goal396 characters
- By the annual IEP review date, given a spoken list of six items to remember for a classroom task (materials, steps, vocabulary words), the student will recall the items after grouping them aloud or on paper independently with at least 85% accuracy on list items recalled, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 3 lists per probe.
- Timeframe
- By the annual IEP review date
- Condition
- Given a spoken list of six items to remember for a classroom task (materials, steps, vocabulary words)
- Behavior
- The student will recall the items after grouping them aloud or on paper independently
- Criteria
- With at least 85% accuracy on list items recalled, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, with 3 lists per probe
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 85% accuracy on list items recalled
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly, with 3 lists per probe
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a spoken list of six items to remember for a classroom task (materials, steps, vocabulary words), the student will recall the items after grouping them aloud or on paper independently with at least 85% accuracy on list items recalled, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 3 lists per probe.
| 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.