Answer short-answer items by restating the question
When to use this goal
For students whose present levels show short-answer responses that are one word, off the question, or missing the part that was asked. Fits tests with constructed-response items. Writing supports may be needed.
- Baseline
- Score recent short-answer responses for the three parts (restate, answer every part, support). Note which part is missing most often; two-part questions answered halfway are the usual pattern.
- Tips
- An item counts when all three parts are present, regardless of whether the content is correct; content accuracy is scored separately by the teacher. Teach the strategy on practice questions in class before using test data. The strategy card can be allowed on tests as an accommodation.
- Limits
- Complete is not correct. Writing demands can suppress responses; consider speech-to-text or scribing for students with writing needs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-021.
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Goal
By the annual IEP review date, given a test or quiz with short-answer items, the student will write a response that restates the question, answers every part asked, and gives one supporting detail independently with at least 85% accuracy on short-answer items answered completely, on 4 of 5 consecutive tests, as measured by work-sample analysis collected each test with short-answer items.
Baseline: 35% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 35% accuracy.
- Annual goal390 characters
- By the annual IEP review date, given a test or quiz with short-answer items, the student will write a response that restates the question, answers every part asked, and gives one supporting detail independently with at least 85% accuracy on short-answer items answered completely, on 4 of 5 consecutive tests, as measured by work-sample analysis collected each test with short-answer items.
- Timeframe
- By the annual IEP review date
- Condition
- Given a test or quiz with short-answer items
- Behavior
- The student will write a response that restates the question, answers every part asked, and gives one supporting detail independently
- Criteria
- With at least 85% accuracy on short-answer items answered completely, on 4 of 5 consecutive tests
- Evaluation method
- Work-sample analysis
- Schedule
- Each test with short-answer items
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on short-answer items answered completely
- Mastery rule:
- on 4 of 5 consecutive tests
- Collection schedule:
- each test with short-answer items
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a test or quiz with short-answer items, the student will write a response that restates the question, answers every part asked, and gives one supporting detail independently with at least 85% accuracy on short-answer items answered completely, on 4 of 5 consecutive tests, as measured by work-sample analysis collected each test with short-answer items.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- 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.