Spot signal words that mark key lecture points
When to use this goal
For secondary students who treat every sentence in a lecture as equally important. Speakers signal structure with phrases like "the most important", "first", "in contrast", and "as a result". Base the choice on lecture note samples and a listening probe.
- Baseline
- Use two lecture excerpts with 10 planned signal phrases each. Score how many the student marks and labels correctly. Ask the student afterward which parts they thought were most important; compare with the signaled points.
- Tips
- Score correct when the phrase is caught and labeled with the right type. Use lectures from the student's classes when teachers can share recordings. Link the skill to note taking: signal words tell the student when to write.
- Limits
- Not every lecturer uses clear signal phrases; real lectures may be harder than planned probes. The goal measures noticing structure, not recall of content.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-028.
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Goal
By the annual IEP review date, while listening to a 5-minute recorded lecture excerpt that contains 10 signal phrases, the student will mark each signal phrase when heard and write what it signals (a main point, a sequence, a contrast, a cause or effect, or an example) independently with at least 80% accuracy on signal phrases identified and labeled, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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. 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
- 30% accuracy.
- Annual goal443 characters
- By the annual IEP review date, while listening to a 5-minute recorded lecture excerpt that contains 10 signal phrases, the student will mark each signal phrase when heard and write what it signals (a main point, a sequence, a contrast, a cause or effect, or an example) independently with at least 80% accuracy on signal phrases identified and labeled, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- While listening to a 5-minute recorded lecture excerpt that contains 10 signal phrases
- Behavior
- The student will mark each signal phrase when heard and write what it signals (a main point, a sequence, a contrast, a cause or effect, or an example) independently
- Criteria
- With at least 80% accuracy on signal phrases identified and labeled, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on signal phrases identified and labeled
- 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, while listening to a 5-minute recorded lecture excerpt that contains 10 signal phrases, the student will mark each signal phrase when heard and write what it signals (a main point, a sequence, a contrast, a cause or effect, or an example) independently with at least 80% accuracy on signal phrases identified and labeled, 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.