Use self-quizzing during study sessions
When to use this goal
For students who do put in study time but whose present levels show it is all rereading and highlighting, with little recall afterward. Fits any content. Present levels decide the self-quizzing format.
- Baseline
- Observe three study sessions and note the minutes spent rereading versus answering from memory. Give a short recall check after each; the difference between the two methods is the most convincing data for the student.
- Tips
- Each session is one opportunity. Met means at least half the session is spent on retrieval (answering before looking). Observers can tell by whether the notes are covered or the cards are being flipped after an answer. Teach the methods first and let the student choose among them.
- Limits
- Only observable in supervised sessions. Self-quizzing requires something to quiz from; poor notes limit it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-008.
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Goal
By the annual IEP review date, during a 20-minute study session before a test, with notes or a study guide, the student will independently spend at least half of the session quizzing self (covering notes and answering, using flashcards, or answering review questions) rather than rereading in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each supervised study session and summarized weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 opportunities.
- Annual goal448 characters
- By the annual IEP review date, during a 20-minute study session before a test, with notes or a study guide, the student will independently spend at least half of the session quizzing self (covering notes and answering, using flashcards, or answering review questions) rather than rereading in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each supervised study session and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute study session before a test, with notes or a study guide
- Behavior
- The student will independently spend at least half of the session quizzing self (covering notes and answering, using flashcards, or answering review questions) rather than rereading
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Each supervised study session and summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- each supervised study session and summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a 20-minute study session before a test, with notes or a study guide, the student will independently spend at least half of the session quizzing self (covering notes and answering, using flashcards, or answering review questions) rather than rereading in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each supervised study session and summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.