Pace a timed test using section time checkpoints
When to use this goal
For students whose present levels show the first half of a test done carefully and the second half blank when time runs out, even with extended time. Fits timed tests with visible sections.
- Baseline
- On the next two timed tests, have the proctor note which item the student was on at each quarter of the time. That shows where pace collapses. Confirm extended time is being provided if the IEP includes it.
- Tips
- Before the test, divide the time by sections and write a checkpoint time at the top of each. A section counts when every item in it has a response by its checkpoint. Teach the student to mark and move on from a stuck item. Practice on low-stakes quizzes first.
- Limits
- Sections vary in difficulty, so equal time splits are rough. Does not measure accuracy; rushing to hit checkpoints can lower scores.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-013.
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Goal
By the annual IEP review date, given a timed test divided into sections, with the time per section written at the top, the student will reach each section's checkpoint by its written time, moving on from any unfinished item independently, completing at least 85% of assigned sections completed by their checkpoints, on 4 of 5 consecutive timed tests, as measured by work-sample analysis collected each timed test.
Baseline: 40% 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
- 40% of assigned work.
- Annual goal413 characters
- By the annual IEP review date, given a timed test divided into sections, with the time per section written at the top, the student will reach each section's checkpoint by its written time, moving on from any unfinished item independently, completing at least 85% of assigned sections completed by their checkpoints, on 4 of 5 consecutive timed tests, as measured by work-sample analysis collected each timed test.
- Timeframe
- By the annual IEP review date
- Condition
- Given a timed test divided into sections, with the time per section written at the top
- Behavior
- The student will reach each section's checkpoint by its written time, moving on from any unfinished item independently
- Criteria
- Completing at least 85% of assigned sections completed by their checkpoints, on 4 of 5 consecutive timed tests
- Evaluation method
- Work-sample analysis
- Schedule
- Each timed test
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 85% of assigned sections completed by their checkpoints
- Mastery rule:
- on 4 of 5 consecutive timed tests
- Collection schedule:
- each timed test
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a timed test divided into sections, with the time per section written at the top, the student will reach each section's checkpoint by its written time, moving on from any unfinished item independently, completing at least 85% of assigned sections completed by their checkpoints, on 4 of 5 consecutive timed tests, as measured by work-sample analysis collected each timed test.
| Date | Task / materials | # sections completed by their checkpoints completed | # sections completed by their checkpoints 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.