Write a memory dump when a test starts
When to use this goal
For high school students whose present levels show facts and formulas that were known during study but lost under test conditions. Use where scratch paper is allowed. Present levels, not grade, decide the length of the list.
- Baseline
- Collect the scratch paper from at least three tests and note whether a list was written at the start. Ask the student what they forgot on the last test; that list is the start of the memory dump.
- Tips
- Build the list with the student during study and practice writing it from memory. Collected scratch paper is the data. Students in the habit can carry it to college and job licensing exams.
- Limits
- Only works where scratch paper is given before the test begins. Measures use of the strategy, not test performance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-023.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at the start of a unit test with scratch paper allowed, the student will write the planned list of key formulas, terms, or steps on scratch paper within the first 3 minutes of the test independently in at least 4 of 5 opportunities, on 4 consecutive tests, as measured by direct observation collected at each unit test.
Baseline: 0 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
- 0 of 5 opportunities.
- Annual goal350 characters
- By the annual IEP review date, at the start of a unit test with scratch paper allowed, the student will write the planned list of key formulas, terms, or steps on scratch paper within the first 3 minutes of the test independently in at least 4 of 5 opportunities, on 4 consecutive tests, as measured by direct observation collected at each unit test.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a unit test with scratch paper allowed
- Behavior
- The student will write the planned list of key formulas, terms, or steps on scratch paper within the first 3 minutes of the test independently
- Criteria
- In at least 4 of 5 opportunities, on 4 consecutive tests
- Evaluation method
- Direct observation
- Schedule
- At each unit test
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:
- on 4 consecutive tests
- Collection schedule:
- at each unit test
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the start of a unit test with scratch paper allowed, the student will write the planned list of key formulas, terms, or steps on scratch paper within the first 3 minutes of the test independently in at least 4 of 5 opportunities, on 4 consecutive tests, as measured by direct observation collected at each unit test.
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.