Cross out wrong choices before answering multiple-choice items
When to use this goal
For students whose present levels show multiple-choice answers chosen on the first glance or at random. Fits any class with multiple-choice tests.
- Baseline
- Look at recent multiple-choice tests for any marks on the choices; most show none. Score the test with and without the strategy over time to see whether elimination raises scores for this student, and share the result.
- Tips
- Score the first 10 multiple-choice items on each test from the work sample; an item counts when at least one choice is crossed out before the answer. Report this as items with the strategy used, never as accuracy, so it is not mistaken for the test score. On digital tests, a scratch sheet with item numbers and crossed-out letters serves the same purpose. Teach why: eliminating two choices doubles the odds.
- Limits
- Marks show the strategy, not the thinking; a student can cross out randomly. Test score is the real outcome and should be tracked alongside.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-011.
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Goal
By the annual IEP review date, given a multiple-choice test or quiz on paper or on a device with a scratch sheet, the student will cross out at least one clearly wrong choice before selecting an answer independently on at least 8 of 10 items, on 4 of 5 consecutive multiple-choice tests, as measured by opportunity-by-opportunity data collected each multiple-choice test or quiz.
Baseline: 2 of 10 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. Opportunity (trial) recording 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
- 2 of 10 opportunities.
- Annual goal379 characters
- By the annual IEP review date, given a multiple-choice test or quiz on paper or on a device with a scratch sheet, the student will cross out at least one clearly wrong choice before selecting an answer independently on at least 8 of 10 items, on 4 of 5 consecutive multiple-choice tests, as measured by opportunity-by-opportunity data collected each multiple-choice test or quiz.
- Timeframe
- By the annual IEP review date
- Condition
- Given a multiple-choice test or quiz on paper or on a device with a scratch sheet
- Behavior
- The student will cross out at least one clearly wrong choice before selecting an answer independently
- Criteria
- On at least 8 of 10 items, on 4 of 5 consecutive multiple-choice tests
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each multiple-choice test or quiz
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:
- on at least 8 of 10 items
- Mastery rule:
- on 4 of 5 consecutive multiple-choice tests
- Collection schedule:
- each multiple-choice test or quiz
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a multiple-choice test or quiz on paper or on a device with a scratch sheet, the student will cross out at least one clearly wrong choice before selecting an answer independently on at least 8 of 10 items, on 4 of 5 consecutive multiple-choice tests, as measured by opportunity-by-opportunity data collected each multiple-choice test or quiz.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.