Take video notes with a pause routine
When to use this goal
For secondary students who can follow a recorded lesson in short pieces but lose the thread or write too much when taking notes. The goal teaches a routine for self-paced video: preview, pause at sections, note main ideas, replay missed parts, and summarize. Base the choice on samples of the student's video notes.
- Baseline
- Watch the student take notes on two videos and mark which steps happen without prompting. Look at the notes too: copying every word or writing nothing both point to missing steps. Ask the student what they usually do with assigned videos.
- Tips
- Score each step as independent, prompted, or not done. Notes can be typed, handwritten, drawn, or recorded as voice memos; the routine matters, not the format. Use the student's real class videos. Once the routine is steady, check comprehension with sl-lis-023 to make sure the notes help.
- Limits
- Following the routine does not guarantee good notes; check note quality from time to time. Self-paced video allows replay, which live lectures do not (see sl-lis-013 for live lecture notes).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-024.
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Goal
By the annual IEP review date, while watching an assigned 8- to 12-minute instructional video on a school device with headphones, the student will complete each step of the video note routine, from previewing the title and headings to writing a two-sentence summary, performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 of 7 steps independently.
- Annual goal410 characters
- By the annual IEP review date, while watching an assigned 8- to 12-minute instructional video on a school device with headphones, the student will complete each step of the video note routine, from previewing the title and headings to writing a two-sentence summary, performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- While watching an assigned 8- to 12-minute instructional video on a school device with headphones
- Behavior
- The student will complete each step of the video note routine, from previewing the title and headings to writing a two-sentence summary
- Criteria
- Performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly checks
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 3 of 4 consecutive weekly checks
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, while watching an assigned 8- to 12-minute instructional video on a school device with headphones, the student will complete each step of the video note routine, from previewing the title and headings to writing a two-sentence summary, performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Preview the video title, description, or headings and write the topic | ||||||||
| 2. Watch the first section and pause at the first topic change | ||||||||
| 3. Write the main idea of the section in a few words | ||||||||
| 4. Add one or two key details or terms under the main idea | ||||||||
| 5. Replay any part that was missed or unclear | ||||||||
| 6. Repeat pause and note for each section to the end | ||||||||
| 7. Write a two-sentence summary of the whole video | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.