Make flashcards from a study guide and quiz with them
When to use this goal
For students whose present levels show rereading as the only study method, with poor recall on tests. Fits content with terms, facts, or vocabulary. Present levels decide the number of cards and whether paper or a digital app is used.
- Baseline
- Watch one session with a study guide and no instruction. Most students write cards but never quiz, or quiz by reading both sides. Compare recall on a quick check after a rereading session and after a flashcard session.
- Tips
- Score a step independent when done without adult direction. The do-not-know pile step is the heart of the method; make sure it is taught. Digital apps count if the student makes the cards; borrowed decks skip step 2.
- Limits
- Flashcards suit facts and terms, not concepts that need explanation; use summarizing for those. Making cards takes time that must come from somewhere.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-003.
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Goal
By the annual IEP review date, given a study guide or vocabulary list at least 3 days before a test, the student will complete the flashcard routine using a flashcard routine card, performing at least 5 of 6 steps independently, on 3 consecutive study sessions, as measured by a task-analysis checklist collected each study session, at least weekly.
Baseline: 1 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 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 6 steps independently.
- Annual goal349 characters
- By the annual IEP review date, given a study guide or vocabulary list at least 3 days before a test, the student will complete the flashcard routine using a flashcard routine card, performing at least 5 of 6 steps independently, on 3 consecutive study sessions, as measured by a task-analysis checklist collected each study session, at least weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a study guide or vocabulary list at least 3 days before a test
- Behavior
- The student will complete the flashcard routine using a flashcard routine card
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive study sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Each study session, at least weekly
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 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive study sessions
- Collection schedule:
- each study session, at least weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a study guide or vocabulary list at least 3 days before a test, the student will complete the flashcard routine using a flashcard routine card, performing at least 5 of 6 steps independently, on 3 consecutive study sessions, as measured by a task-analysis checklist collected each study session, at least weekly.
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. Selects the terms or questions from the study guide | ||||||||
| 2. Writes one term on the front and its answer in own words on the back | ||||||||
| 3. Quizzes self by saying the answer before flipping | ||||||||
| 4. Sorts cards into know and do not know piles | ||||||||
| 5. Repeats the do-not-know pile until it is empty | ||||||||
| 6. Mixes all cards and quizzes once more | ||||||||
| 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: 5 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.