List demo steps in order after watching
When to use this goal
For students in hands-on classes (science, art, career and technical courses) whose present levels show starting a task after a demonstration and stalling after the first step or two. Present levels, not grade, decide the number of steps.
- Baseline
- After at least three demonstrations, collect the step strips (or ask the student to list the steps) and score steps listed in the correct position. Note which steps drop out; middle steps are often the first to go.
- Tips
- Sketches, key words, or numbered photos all count. The step strip stays at the work station during the task, so the strategy also supports the work. Safety steps must be on the strip before the student starts.
- Limits
- Teachers who also post the steps make this measure less needed; use it where steps are shown, not written. Does not measure performing the steps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-034.
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Goal
By the annual IEP review date, right after the teacher models a 5- to 6-step procedure in a lab, shop, or art class, the student will write or sketch the modeled steps in order on a step strip before starting the task independently with at least 85% accuracy on modeled steps listed in the correct order, on 3 of 4 consecutive modeled procedures, as measured by work-sample analysis collected after each modeled procedure, about weekly.
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. Work-sample analysis 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 goal436 characters
- By the annual IEP review date, right after the teacher models a 5- to 6-step procedure in a lab, shop, or art class, the student will write or sketch the modeled steps in order on a step strip before starting the task independently with at least 85% accuracy on modeled steps listed in the correct order, on 3 of 4 consecutive modeled procedures, as measured by work-sample analysis collected after each modeled procedure, about weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Right after the teacher models a 5- to 6-step procedure in a lab, shop, or art class
- Behavior
- The student will write or sketch the modeled steps in order on a step strip before starting the task independently
- Criteria
- With at least 85% accuracy on modeled steps listed in the correct order, on 3 of 4 consecutive modeled procedures
- Evaluation method
- Work-sample analysis
- Schedule
- After each modeled procedure, about weekly
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 modeled steps listed in the correct order
- Mastery rule:
- on 3 of 4 consecutive modeled procedures
- Collection schedule:
- after each modeled procedure, about weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, right after the teacher models a 5- to 6-step procedure in a lab, shop, or art class, the student will write or sketch the modeled steps in order on a step strip before starting the task independently with at least 85% accuracy on modeled steps listed in the correct order, on 3 of 4 consecutive modeled procedures, as measured by work-sample analysis collected after each modeled procedure, about weekly.
| 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.