Build and follow a multi-week plan for a cumulative exam
When to use this goal
For high school students facing finals or cumulative exams whose present levels show preparation that starts the weekend before. For students with unit-level study habits already.
- Baseline
- Ask the student how they prepared for the last cumulative exam and what the result was. Have them fill in the template for an upcoming exam without coaching and score the planning steps; follow-through steps are scored at the end.
- Tips
- Score each step at the point it should happen (planning steps in week 1, follow-through at the end). A step is independent when done without adult direction. Weekly check-ins catch slipping plans early; see ef-pl-018 for revising a plan.
- Limits
- Cumulative exams come once or twice a semester; data are slow. Exam results depend on far more than the plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-020.
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Goal
By the annual IEP review date, three weeks before a final or cumulative exam, with the course materials and a planning template, the student will complete the exam preparation routine using an exam plan template, performing at least 5 of 6 steps independently, on 2 consecutive cumulative exams, as measured by a task-analysis checklist collected weekly during the preparation period.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 6 steps independently.
- Annual goal384 characters
- By the annual IEP review date, three weeks before a final or cumulative exam, with the course materials and a planning template, the student will complete the exam preparation routine using an exam plan template, performing at least 5 of 6 steps independently, on 2 consecutive cumulative exams, as measured by a task-analysis checklist collected weekly during the preparation period.
- Timeframe
- By the annual IEP review date
- Condition
- Three weeks before a final or cumulative exam, with the course materials and a planning template
- Behavior
- The student will complete the exam preparation routine using an exam plan template
- Criteria
- Performing at least 5 of 6 steps independently, on 2 consecutive cumulative exams
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during the preparation period
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 2 consecutive cumulative exams
- Collection schedule:
- weekly during the preparation period
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, three weeks before a final or cumulative exam, with the course materials and a planning template, the student will complete the exam preparation routine using an exam plan template, performing at least 5 of 6 steps independently, on 2 consecutive cumulative exams, as measured by a task-analysis checklist collected weekly during the preparation period.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Lists the units or topics the exam covers | ||||||||
| 2. Rates each topic as solid, shaky, or unknown | ||||||||
| 3. Gathers the notes, old tests, and study guides for each topic | ||||||||
| 4. Schedules review sessions across three weeks, starting with unknown topics | ||||||||
| 5. Completes at least two-thirds of the scheduled sessions, logged | ||||||||
| 6. Takes a practice test or self-quiz on every topic in the final week | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.