Read the directions and do the sample item before starting a test
When to use this goal
For students whose present levels show test items answered in the wrong format (circled instead of written, one answer instead of two) because the directions were skipped. Fits classroom tests with written directions. Read directions aloud if decoding is a barrier.
- Baseline
- Observe the first 2 minutes of two or three tests and score the steps. Review recent tests for format errors (right answer, wrong format); those are the cost of skipping directions and make a good conversation with the student.
- Tips
- Score a step independent when done without adult prompting. Keep the card short and identical across subjects. Underlining the action word is the key step; it turns reading into doing.
- Limits
- Tests are irregular; add low-stakes quizzes for practice. Does not measure answers; it measures the start.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-002.
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Goal
By the annual IEP review date, given a classroom test or quiz with written directions and a sample item, the student will complete the test-start routine using a test-start card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each test or quiz.
Baseline: 1 of 5 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 Study & Test-Taking Skills.
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
- Executive Function - Study & Test-Taking Skills
- Baseline
- 1 of 5 steps independently.
- Annual goal325 characters
- By the annual IEP review date, given a classroom test or quiz with written directions and a sample item, the student will complete the test-start routine using a test-start card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each test or quiz.
- Timeframe
- By the annual IEP review date
- Condition
- Given a classroom test or quiz with written directions and a sample item
- Behavior
- The student will complete the test-start routine using a test-start card
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests
- Evaluation method
- A task-analysis checklist
- Schedule
- Each 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 at least 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive tests
- Collection schedule:
- each test or quiz
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a classroom test or quiz with written directions and a sample item, the student will complete the test-start routine using a test-start card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each 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. Writes name and date | ||||||||
| 2. Reads the directions all the way through | ||||||||
| 3. Underlines what to do (circle, write, match, choose two) | ||||||||
| 4. Completes or checks the sample item | ||||||||
| 5. Raises a hand to ask if any direction is unclear, then begins | ||||||||
| 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: 4 of 5).
- 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.