Reread the question before writing an answer
When to use this goal
For students whose present levels show answers that drift from the question, because the question is lost while they read the passage or do the computation. Fits any subject with written questions.
- Baseline
- Watch the student answer ten questions and record whether they returned to the question before writing. Also score whether each answer matched the question; the two numbers together show whether the strategy is needed.
- Tips
- Each question is one opportunity. Met means a visible return to the question (eyes back, underlining the key words) before writing. Underlining gives observable evidence; teach it. Compare answer relevance before and after the strategy to show the student why it matters.
- Limits
- Observation of eye movement is hard; the underline makes it scorable but adds time. Students who already answer accurately do not need this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-012.
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Goal
By the annual IEP review date, when answering written questions after reading a passage or solving a multi-step problem, the student will reread the question and underline what it asks before writing the answer independently in at least 8 of 10 opportunities, across 3 consecutive weekly probes, as measured by direct observation collected weekly, observing 10 questions.
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. Direct observation 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 goal371 characters
- By the annual IEP review date, when answering written questions after reading a passage or solving a multi-step problem, the student will reread the question and underline what it asks before writing the answer independently in at least 8 of 10 opportunities, across 3 consecutive weekly probes, as measured by direct observation collected weekly, observing 10 questions.
- Timeframe
- By the annual IEP review date
- Condition
- When answering written questions after reading a passage or solving a multi-step problem
- Behavior
- The student will reread the question and underline what it asks before writing the answer independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive weekly probes
- Evaluation method
- Direct observation
- Schedule
- Weekly, observing 10 questions
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 weekly probes
- Collection schedule:
- weekly, observing 10 questions
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when answering written questions after reading a passage or solving a multi-step problem, the student will reread the question and underline what it asks before writing the answer independently in at least 8 of 10 opportunities, across 3 consecutive weekly probes, as measured by direct observation collected weekly, observing 10 questions.
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.