State the steps of a procedure using a taught mnemonic
When to use this goal
For students who have been taught a mnemonic for a multi-step procedure (an editing acronym, an order-of-operations phrase) but who do not retrieve the steps when it is time to use them.
- Baseline
- After the mnemonic has been taught, ask for the steps at the start of five related tasks without the steps posted. Record how many steps are named in order. Also check whether the student then uses the steps; naming and using are different.
- Tips
- Each related task is one opportunity. Met means all steps named in order, with or without the letters posted depending on the support level, and the task begun. Choose mnemonics for procedures the student uses often so there is regular practice.
- Limits
- A mnemonic names the steps but does not teach them; use only for taught procedures. Some students recall better from a picture or chart than from letters.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-018.
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Goal
By the annual IEP review date, before beginning a task that uses a taught procedure with a mnemonic, the student will state the steps of the procedure in order using the mnemonic and then begin the task independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected 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. 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 goal351 characters
- By the annual IEP review date, before beginning a task that uses a taught procedure with a mnemonic, the student will state the steps of the procedure in order using the mnemonic and then begin the task independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Before beginning a task that uses a taught procedure with a mnemonic
- Behavior
- The student will state the steps of the procedure in order using the mnemonic and then begin the task independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, before beginning a task that uses a taught procedure with a mnemonic, the student will state the steps of the procedure in order using the mnemonic and then begin the task independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected 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.