Keep testing expectations from start to finish
When to use this goal
For students whose tests are interrupted or invalidated because they talk, leave the seat, look at peers' work, or stop and refuse partway. Fit depends on test-day behavior data, not grade. The student's testing accommodations must be in place before this goal applies.
- Baseline
- Score the steps on three to five quizzes or tests. Write down what happened before any break in the routine; stopping partway often means the test is long or hard, which calls for an accommodation (breaks, chunking) rather than a behavior goal alone.
- Tips
- Teach the routine with a practice quiz before a real test. Pair with bh-rep-029 if the student needs a break or help request during tests. The quiet task after finishing should be ready on the desk so early finishers have something to do.
- Limits
- State testing rules may limit what adults can say during a test; check the rules before using prompts. The goal measures test behavior, not test scores.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-045.
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Goal
By the annual IEP review date, during a classroom quiz or unit test with the student's listed accommodations in place, the student will follow the testing routine from the start of the test to turning it in, performing all 6 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each classroom test or quiz.
Baseline: 3 of 6 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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 3 of 6 steps independently.
- Annual goal354 characters
- By the annual IEP review date, during a classroom quiz or unit test with the student's listed accommodations in place, the student will follow the testing routine from the start of the test to turning it in, performing all 6 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each classroom test or quiz.
- Timeframe
- By the annual IEP review date
- Condition
- During a classroom quiz or unit test with the student's listed accommodations in place
- Behavior
- The student will follow the testing routine from the start of the test to turning it in
- Criteria
- Performing all 6 steps independently, on 4 of 5 consecutive tests
- Evaluation method
- A task-analysis checklist
- Schedule
- Each classroom test or quiz
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 all 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive tests
- Collection schedule:
- each classroom test or quiz
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a classroom quiz or unit test with the student's listed accommodations in place, the student will follow the testing routine from the start of the test to turning it in, performing all 6 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each classroom test or quiz.
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. Clear the desk except for allowed materials | ||||||||
| 2. Write their name on the test | ||||||||
| 3. Keep their voice off during the test except to ask the adult | ||||||||
| 4. Raise a hand or use the help card for questions | ||||||||
| 5. Check each page before turning the test in | ||||||||
| 6. Turn the test over and start the quiet task when finished | ||||||||
| 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 6).
- 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.