Run a partner study session with a set routine
When to use this goal
For students whose present levels show study sessions with peers turn into social time. For students who have a study partner or group available.
- Baseline
- Observe one partner session without the routine and note how many minutes were spent on content. Score the steps after the routine is taught. Use a consistent partner during data collection.
- Tips
- Score only this student's steps. A step is independent when done without adult prompting. Partner behavior matters; train both partners on the routine. Sessions should be short and content-specific.
- Limits
- Depends on a willing partner. Social dynamics can override the routine; pick partners with care.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-022.
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Goal
By the annual IEP review date, during a 20-minute partner study session in a support period with the unit materials, the student will complete the partner study routine using a partner study routine card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive sessions, as measured by a task-analysis checklist collected each session, at least weekly.
Baseline: 1 of 5 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 5 steps independently.
- Annual goal366 characters
- By the annual IEP review date, during a 20-minute partner study session in a support period with the unit materials, the student will complete the partner study routine using a partner study routine card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive sessions, as measured by a task-analysis checklist collected each session, at least weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute partner study session in a support period with the unit materials
- Behavior
- The student will complete the partner study routine using a partner study routine card
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Each session, at least weekly
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 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive sessions
- Collection schedule:
- each session, at least weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a 20-minute partner study session in a support period with the unit materials, the student will complete the partner study routine using a partner study routine card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive sessions, as measured by a task-analysis checklist collected each session, at least weekly.
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. Agrees with the partner on the topic and sets a timer | ||||||||
| 2. Takes a turn quizzing the partner from notes or cards | ||||||||
| 3. Takes a turn being quizzed and answers before looking | ||||||||
| 4. Marks the items missed by either partner | ||||||||
| 5. Reviews the missed items together before the timer ends | ||||||||
| 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: 4 of 5).
- 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.