Take notes from a short lecture organized by topic
When to use this goal
For secondary students who cannot capture the key points of a spoken lesson, so their notes are missing, random, or copied from a peer. Base the choice on a sample of current notes and the listening demands of their classes. Students who need notes as an accommodation can still work on this skill.
- Baseline
- Score two sets of notes from 5-minute lecture segments with the rubric. Compare with notes from class if available. Ask the student how they decide what to write down; many write everything or nothing. Confirm whether writing speed is the limit, in which case a keyboard or an outline is part of the plan.
- Tips
- Score each row 0 to 2 against a key the SLP makes from the lecture. Teach signal phrases ("the main thing is", "three reasons") and abbreviations. Templates and partial outlines are standard supports; fading them is the progression. Keep lecture length and structure consistent across probes.
- Limits
- Note taking combines listening, writing, and organizing; the rubric cannot separate them, so use the baseline to find the bottleneck. Students entitled to copies of notes still benefit, but the goal should not replace the accommodation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-013.
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Goal
By the annual IEP review date, after listening to a 5-minute lecture segment with two or three clear subtopics, with a note-taking template, the student will write notes that list the main topics and at least two key points under each independently, earning a score of at least 6 out of 8 on a 4-row listening notes rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly probes, as measured by a defined scoring rubric collected weekly.
Baseline: 2 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 Listening Comprehension & Auditory Processing.
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
- Speech & Language - Listening Comprehension & Auditory Processing
- Baseline
- 2 out of 8 rubric points.
- Annual goal440 characters
- By the annual IEP review date, after listening to a 5-minute lecture segment with two or three clear subtopics, with a note-taking template, the student will write notes that list the main topics and at least two key points under each independently, earning a score of at least 6 out of 8 on a 4-row listening notes rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly probes, as measured by a defined scoring rubric collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to a 5-minute lecture segment with two or three clear subtopics, with a note-taking template
- Behavior
- The student will write notes that list the main topics and at least two key points under each independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row listening notes rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 6 out of 8 on a 4-row listening notes rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after listening to a 5-minute lecture segment with two or three clear subtopics, with a note-taking template, the student will write notes that list the main topics and at least two key points under each independently, earning a score of at least 6 out of 8 on a 4-row listening notes rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly probes, as measured by a defined scoring rubric collected weekly.
| Date | Task / sample | Main topics identified (0 = none, 1 = some, 2 = all) | At least two key points recorded under each topic | Points placed under the correct topic | Notes are brief phrases rather than attempted full sentences | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row listening notes rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.