Complete the study guide before the test
When to use this goal
For students whose present levels show study guides left blank or half done on test day. Fits classes that give study guides. Check that the student can find the answers in the notes or text.
- Baseline
- Collect the last two or three study guides on test day and count items completed. Ask when the student started; most start the night before. Check accuracy of completed items separately to see whether the guide is being used to learn or just filled.
- Tips
- An item counts when it has a response that addresses it. Divide the guide into dated sections so completion is spread out. Compare study guide completion with the test score over time and share the pattern with the student.
- Limits
- Completion is not learning; a copied study guide teaches little. Study guides vary in length and quality by teacher.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-007.
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Goal
By the annual IEP review date, given a teacher-made study guide at least 3 school days before a test, the student will complete the study guide items before the test day independently, completing at least 90% of assigned study guide items, on 3 consecutive study guides, as measured by work-sample analysis collected each study guide.
Baseline: 35% of assigned work.
- 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. Work completion 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 work completion 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
- 35% of assigned work.
- Annual goal334 characters
- By the annual IEP review date, given a teacher-made study guide at least 3 school days before a test, the student will complete the study guide items before the test day independently, completing at least 90% of assigned study guide items, on 3 consecutive study guides, as measured by work-sample analysis collected each study guide.
- Timeframe
- By the annual IEP review date
- Condition
- Given a teacher-made study guide at least 3 school days before a test
- Behavior
- The student will complete the study guide items before the test day independently
- Criteria
- Completing at least 90% of assigned study guide items, on 3 consecutive study guides
- Evaluation method
- Work-sample analysis
- Schedule
- Each study guide
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records items completed and items assigned.
Accuracy tracker
Work completion- Student label:
- Target:
- completing at least 90% of assigned study guide items
- Mastery rule:
- on 3 consecutive study guides
- Collection schedule:
- each study guide
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a teacher-made study guide at least 3 school days before a test, the student will complete the study guide items before the test day independently, completing at least 90% of assigned study guide items, on 3 consecutive study guides, as measured by work-sample analysis collected each study guide.
| Date | Task / materials | # study guide items completed | # study guide items assigned | % completedcompleted ÷ assigned × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record how many assigned items were completed and how many were assigned for the defined work period.
- 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.