Record assignment details from spoken announcements
When to use this goal
For students who miss homework, due dates, or materials because the details are given aloud at the end of class. The skill is catching the key facts (what, when due, what to bring) from a spoken announcement and writing them down. Base the choice on planner checks and teacher report.
- Baseline
- For two weeks, compare the student's planner with the teacher's list for five spoken announcements per week. Score each as complete (all three details), partial, or missing. Ask the student where they usually write things down; a phone note counts.
- Tips
- Each spoken announcement is one opportunity, scored correct when all key details match the teacher's version. Any format counts: planner, phone, photo of the board plus a note. Teachers can also post the details, which is a good class-wide practice; the goal still measures what the student catches from speech.
- Limits
- Teachers vary in how clearly they announce details; agree on which announcements count. Recording details is not the same as completing the work (executive function goals).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-027.
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Goal
By the annual IEP review date, when the teacher gives assignment or event details aloud at the end of a class period, the student will write or type the task, the due date, and any materials needed in their planner or phone before leaving independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks, as measured by direct observation collected weekly.
Baseline: 2 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 5 opportunities.
- Annual goal375 characters
- By the annual IEP review date, when the teacher gives assignment or event details aloud at the end of a class period, the student will write or type the task, the due date, and any materials needed in their planner or phone before leaving independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher gives assignment or event details aloud at the end of a class period
- Behavior
- The student will write or type the task, the due date, and any materials needed in their planner or phone before leaving independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks
- Evaluation method
- Direct observation
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- on 3 of 4 consecutive weekly checks
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the teacher gives assignment or event details aloud at the end of a class period, the student will write or type the task, the due date, and any materials needed in their planner or phone before leaving independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks, as measured by direct observation collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.