Repeat a spoken list of words or numbers in order
When to use this goal
For students who hold only one or two items from what they hear, which limits directions and classroom participation. Base the choice on a memory-span probe. This is a supporting skill and should be paired with a functional goal such as following directions.
- Baseline
- Present lists of 2, 3, 4, and 5 items and record the longest length the student repeats correctly in at least 5 of 10 trials. Set the goal one item above that. Teach a rehearsal strategy and check whether it changes span, which shows the strategy is worth training.
- Tips
- Score a list correct only when all items are in order. Say items at a steady pace with no emphasis. The classroom-items condition makes the task functional (the student retrieves the items). Strategy use is the real target; isolated memory drills have limited carryover, so pair this with sl-lis-002 or sl-lis-003.
- Limits
- Memory span changes little with practice; strategies change what the student can do with it. This template is a supporting goal, not a stand-alone one. It does not diagnose a memory or processing difference.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-017.
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Goal
By the annual IEP review date, given 10 spoken lists of 3 unrelated words, spoken once at one word per second, the student will repeat the list in the same order independently with at least 80% accuracy on lists repeated correctly in order, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
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 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
- 30% accuracy.
- Annual goal344 characters
- By the annual IEP review date, given 10 spoken lists of 3 unrelated words, spoken once at one word per second, the student will repeat the list in the same order independently with at least 80% accuracy on lists repeated correctly in order, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken lists of 3 unrelated words, spoken once at one word per second
- Behavior
- The student will repeat the list in the same order independently
- Criteria
- With at least 80% accuracy on lists repeated correctly in order, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 80% accuracy on lists repeated correctly in order
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 spoken lists of 3 unrelated words, spoken once at one word per second, the student will repeat the list in the same order independently with at least 80% accuracy on lists repeated correctly in order, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected 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.