Ask for long information to be written down or repeated
When to use this goal
For students who nod through long spoken instructions and then cannot act on them, without asking. For students who can make a request; a card can support it.
- Baseline
- Over two weeks, note moments when long oral information was given with no written version and record whether the student asked for it in any form, wrote it themselves, or did nothing. The third pattern is the target.
- Tips
- An opportunity is any long spoken set of information without a written version. Met means a request before acting or leaving. Writing it down oneself is a different strategy (see ef-wm-001) and can be counted as met if the team prefers; decide in advance. Teachers should respond to requests willingly so the strategy pays off.
- Limits
- Depends on adults honoring requests. Students may feel singled out by asking; a quiet card or a class-wide norm helps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-015.
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Goal
By the annual IEP review date, when given spoken information with more than three parts and no written version, the student will ask for the information to be written, posted, or repeated before leaving or starting independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by direct observation collected two to three opportunities per week, summarized weekly.
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. 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
- 1 of 5 opportunities.
- Annual goal401 characters
- By the annual IEP review date, when given spoken information with more than three parts and no written version, the student will ask for the information to be written, posted, or repeated before leaving or starting independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by direct observation collected two to three opportunities per week, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When given spoken information with more than three parts and no written version
- Behavior
- The student will ask for the information to be written, posted, or repeated before leaving or starting independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly summaries
- Evaluation method
- Direct observation
- Schedule
- Two to three opportunities per week, 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly summaries
- Collection schedule:
- two to three opportunities per week, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when given spoken information with more than three parts and no written version, the student will ask for the information to be written, posted, or repeated before leaving or starting independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by direct observation collected two to three opportunities per week, 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 | # + (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.