Request and use testing accommodations at the start of a test
When to use this goal
For students with testing accommodations in the IEP who do not use them unless an adult sets them up. Fits any student with accommodations such as extended time, read-aloud, or a separate setting.
- Baseline
- Ask teachers whether the student used each accommodation on recent tests and who set it up. Ask the student whether they know what their accommodations are; many do not. Teach the list before collecting data.
- Tips
- Each test is one opportunity. Met means the student asks for the accommodations (in words or with the card) and uses them. Teachers must honor the request promptly for the strategy to hold. Role-play the request privately first.
- Limits
- Depends on teachers knowing and providing the accommodations. Some students decline accommodations to avoid standing out; that is a conversation, not a data point.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-014.
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Goal
By the annual IEP review date, at the start of a classroom test in a general education class, when accommodations are available, the student will ask for the listed accommodations and use them during the test independently in at least 4 of 5 opportunities, across 5 consecutive tests, as measured by opportunity-by-opportunity data collected each test and summarized monthly.
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. 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
- 1 of 5 opportunities.
- Annual goal375 characters
- By the annual IEP review date, at the start of a classroom test in a general education class, when accommodations are available, the student will ask for the listed accommodations and use them during the test independently in at least 4 of 5 opportunities, across 5 consecutive tests, as measured by opportunity-by-opportunity data collected each test and summarized monthly.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a classroom test in a general education class, when accommodations are available
- Behavior
- The student will ask for the listed accommodations and use them during the test independently
- Criteria
- In at least 4 of 5 opportunities, across 5 consecutive tests
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each test and summarized monthly
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 5 consecutive tests
- Collection schedule:
- each test and summarized monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at the start of a classroom test in a general education class, when accommodations are available, the student will ask for the listed accommodations and use them during the test independently in at least 4 of 5 opportunities, across 5 consecutive tests, as measured by opportunity-by-opportunity data collected each test and summarized monthly.
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.