Write a letter or word sequence from memory after a brief look
When to use this goal
For students who copy letter by letter because they cannot hold a word in mind, or who cannot reproduce a short letter string after seeing it for a few seconds. The string length a student can reproduce during a probe decides the starting condition; this supports copying and spelling.
- Baseline
- Give 10 strings at each of two lengths (3 and 4 letters) on two days and count strings reproduced exactly. Note whether the student uses a strategy (saying the letters) without being told; teaching the strategy usually produces a quick jump that should be reflected in the support options.
- Tips
- Use real words from the spelling list as items once nonsense strings are steady, which links the skill to spelling and copying. The classroom payoff is copying in chunks rather than letter by letter; probe copying speed to see the effect.
- Limits
- Memory for letter strings is affected by whether the student can name the letters and read the word; use letters the student knows. Does not measure spelling knowledge. Long exposure times turn the task into copying.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-010.
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Goal
By the annual IEP review date, given a 4-letter string shown for 5 seconds and then covered, the student will write the letters in the correct order from memory independently with at least 85% accuracy on strings written correctly from memory, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly on a 10-item memory probe.
Baseline: 30% 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. Opportunity (trial) recording 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 Visual-Motor & Visual-Perceptual Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Visual-Motor & Visual-Perceptual Skills
- Baseline
- 30% accuracy.
- Annual goal370 characters
- By the annual IEP review date, given a 4-letter string shown for 5 seconds and then covered, the student will write the letters in the correct order from memory independently with at least 85% accuracy on strings written correctly from memory, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly on a 10-item memory probe.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 4-letter string shown for 5 seconds and then covered
- Behavior
- The student will write the letters in the correct order from memory independently
- Criteria
- With at least 85% accuracy on strings written correctly from memory, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly on a 10-item memory probe
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 strings written correctly from memory
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly on a 10-item memory probe
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a 4-letter string shown for 5 seconds and then covered, the student will write the letters in the correct order from memory independently with at least 85% accuracy on strings written correctly from memory, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly on a 10-item memory probe.
| 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.