Note-Taking IEP goals
41 templates across 16 skills: study & test-taking skills, written expression, assistive technology use, listening comprehension & auditory processing, social studies skills, sign language & visual communication, paragraph organization, sustained attention & task engagement, science skills, braille literacy, auditory skills (Deaf & hard of hearing), working memory strategies, handwriting, self-monitoring, postsecondary education readiness, fine motor skills. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
41 templates · 16 skills · K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Study & Test-Taking Skills Executive Function
Take notes from a textbook section using the headings
Taking notes from a textbook
By the annual IEP review date, given a textbook section of 2 to 4 pages with headings and bold terms, the student will take notes on the section that meet the notes rubric independently, earning a score of at least 6 out of 8 on a 4-row textbook notes rubric scored 0 to 2 per row, on 3 of 4 consecutive note sets, as measured by a defined scoring rubric collected weekly.
Take two-column notes during a lecture
Taking notes during a lecture
By the annual IEP review date, during a 20-minute lecture with a two-column notes page, the student will take two-column notes that meet the lecture notes rubric independently, earning a score of at least 6 out of 8 on a 4-row lecture notes rubric scored 0 to 2 per row, on 3 of 4 consecutive lectures, as measured by a defined scoring rubric collected weekly.
Written Expression Writing
Take notes from sources and list them for a research paper
Research notes and source list
By the annual IEP review date, given a research topic, three approved sources, and a note-taking template, the student will take notes in phrases from each source and list each source with its title, author, and where it was found independently, earning a score of at least 7 out of 9 on a 9-point research notes rubric, on 3 of 4 consecutive scored research tasks, as measured by a defined scoring rubric collected monthly.
Take notes on the main idea and key details of a short lecture
Note-taking from a lecture or video
By the annual IEP review date, during a 10-minute teacher presentation or video with a stated topic, the student will write notes that record the main idea and at least four key details in words or phrases independently with at least 80% accuracy on key points in the presentation, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Assistive Technology Use Vision, Hearing & Assistive Technology
Plan writing in a digital graphic organizer
Digital graphic organizers
By the annual IEP review date, during the planning stage of a writing assignment, given a digital graphic organizer template, the student will fill in the digital organizer with a main idea and supporting details and move it into a draft independently, completing at least 85% of assigned planning organizers, across 4 consecutive weeks, as measured by work-sample analysis collected weekly.
Record a lesson with audio-linked notes
Audio-linked note-taking
By the annual IEP review date, during a lecture or teacher-led lesson, with a note-taking app that records audio and permission to record, the student will start recording, write short key-word notes, mark important points, and save the session independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
Listening Comprehension & Auditory Processing Speech & Language
Take notes from a short lecture organized by topic
Notes from a short lecture
By the annual IEP review date, after listening to a 5-minute lecture segment with two or three clear subtopics, with a note-taking template, the student will write notes that list the main topics and at least two key points under each independently, earning a score of at least 6 out of 8 on a 4-row listening notes rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly probes, as measured by a defined scoring rubric collected weekly.
Take video notes with a pause routine
Note taking from spoken information
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.
See all 40 listening comprehension & auditory processing goals
Social Studies Skills Science, Social Studies & Digital Literacy
Fill in a history notes organizer
Note-taking from social studies text
By the annual IEP review date, given a textbook section of 1 to 2 pages and a notes organizer with a box for each heading, the student will write the main idea and two key details in short phrases for each heading in the organizer independently, earning a score of at least 7 out of 9 on a 3-row notes organizer rubric scored 0 to 3 per row, on 3 of 4 consecutive scored note sets, as measured by a defined scoring rubric collected every two weeks.
Take notes during a history lecture or video
Note-taking from lectures
By the annual IEP review date, during a 15-minute history lecture with slides, given a guided notes page with key headings, the student will write key terms, dates and main points in short phrases under each heading during the lecture or video independently, earning a score of at least 7 out of 9 on a 3-row lecture notes rubric scored 0 to 3 per row, on 3 of 4 consecutive scored note sets, as measured by a defined scoring rubric collected every two weeks.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
Summarize a signed lecture or video
Summarizing signed content
By the annual IEP review date, after a 5- to 10-minute signed lecture or ASL video on a class topic, the student will write notes or sign a summary that includes the main idea and key points independently with at least 80% accuracy on key points included, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Paragraph Organization Writing
Group research notes into subtopic categories
Grouping ideas by topic
By the annual IEP review date, given 12 to 15 note cards or digital notes from a research project, the student will sort each note under a subtopic heading and set aside any note that does not fit the report independently with at least 85% accuracy on notes, on 3 consecutive sorting tasks, as measured by work-sample analysis collected every two weeks.
Sustained Attention & Task Engagement Executive Function
Stay engaged in a lecture using a note-taking frame
Attending to lecture-style instruction
By the annual IEP review date, during a 20-minute lecture segment with a note-taking frame, the student will attend to the lecture by writing in the note frame as each section is presented and responding when called on independently for at least 15 minutes, in 4 of 5 consecutive observed lectures, as measured by direct observation collected twice weekly.
Take notes or respond at lesson checkpoints
Engagement measured by momentary time sampling
By the annual IEP review date, during a 40-minute teacher-led lesson in a content-area class scored at 10 momentary time-sampling checks, the student will be engaged in the lesson by writing notes, following the text or slides in their own materials, answering, or doing the posted task independently in at least 8 of 10 opportunities, on 4 of 5 observed class periods, as measured by direct observation collected twice per week.
All 16 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Executive Function
Vision, Hearing & Assistive Technology
Speech & Language
Science, Social Studies & Digital Literacy
Motor & Sensory Skills (OT, PT & Adapted PE)
Transition & Postsecondary Skills
Note-taking goals come from study skills, organization, written expression, and assistive technology. They teach students to capture key ideas from a lecture, video, or text using a format such as guided notes, Cornell notes, a graphic organizer, or a recording app. Good goals name the format, the source, and what the notes must include, such as the main ideas and key terms. Notes are usually scored with a rubric or as percent of key points captured against a teacher list, and the steps of using a tool can be scored with a task analysis. Typing, speech-to-text, and photographing slides are valid ways to take notes when they fit the student.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 15 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 12 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 10 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
Frequently asked questions
How do I measure a note-taking goal?
Make a list of the key points for the lesson and count how many the student captured, or score the notes on a short rubric. Collect a sample every week or two.
Are guided notes a support or a goal?
Guided notes can be an accommodation, and a goal can teach the student to fill them in and then fade the support. Name the format in the condition so progress is clear.
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