Fill in guided notes during a short talk
When to use this goal
For upper elementary and middle school students starting to take notes who miss key words when the speaker keeps talking. Guided notes give the outline; the student listens for the missing words. Base the choice on samples of guided notes from class and the SLP's listening assessment.
- Baseline
- Collect two or three guided notes sheets from talks of similar length and pace and score each blank. Note whether errors are blank (missed it), wrong word, or misspelled but correct; spelling does not count against the student. Check whether the student keeps up with the talk speed.
- Tips
- Score a blank correct when the word or phrase means what the speaker said, regardless of spelling. Keep the speaker's pace natural so the goal reflects class. Ask teachers to share their guided notes so the SLP can practice with the same format.
- Limits
- Guided notes are easier than open note taking; move toward partial outlines when the student is steady. Writing speed and spelling can limit scores; typing or abbreviations are allowed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-025.
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Goal
By the annual IEP review date, during a 5- to 7-minute teacher talk or mini-lesson with a guided notes sheet of 10 blanks, the student will write or type the missing key word or phrase in each blank as the speaker says it independently with at least 80% accuracy on guided-note blanks, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected 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 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
- 40% accuracy.
- Annual goal376 characters
- By the annual IEP review date, during a 5- to 7-minute teacher talk or mini-lesson with a guided notes sheet of 10 blanks, the student will write or type the missing key word or phrase in each blank as the speaker says it independently with at least 80% accuracy on guided-note blanks, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 5- to 7-minute teacher talk or mini-lesson with a guided notes sheet of 10 blanks
- Behavior
- The student will write or type the missing key word or phrase in each blank as the speaker says it independently
- Criteria
- With at least 80% accuracy on guided-note blanks, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- 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 guided-note blanks
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a 5- to 7-minute teacher talk or mini-lesson with a guided notes sheet of 10 blanks, the student will write or type the missing key word or phrase in each blank as the speaker says it independently with at least 80% accuracy on guided-note blanks, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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.