Use online test tools on a practice test
When to use this goal
For students with testing accommodations (text-to-speech, highlighter, line reader, extended time) who do not turn them on during computer-based state or end-of-course tests. The practice test should match the real test platform. Present levels and the IEP's accommodations, not grade, decide which tools are on the list.
- Baseline
- Observe one practice test and mark which tools the student uses without reminders. Many platforms show tool use and flagged items in a report; use it. Ask the student which tools they find useful; their answer shapes the list.
- Tips
- Practice with the exact platform and tools the real test uses, at least three times before the test window. Remove steps for tools not on the IEP. The goal is the student's skill with their own accommodations; it does not replace the adults' duty to provide them on test day.
- Limits
- Practice tests may not match the real platform exactly. Tool use does not guarantee a higher score. This goal is about skills; the accommodations themselves are listed in the IEP's assessment section.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-026.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a practice session on the state or end-of-course test platform with the student's accommodations turned on, the student will use the accommodation tools during the practice test, performing at least 6 of 7 steps independently, on 2 consecutive practice tests, as measured by a task-analysis checklist collected every two weeks during the test preparation period.
Baseline: 2 of 7 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
- 2 of 7 steps independently.
- Annual goal400 characters
- By the annual IEP review date, during a practice session on the state or end-of-course test platform with the student's accommodations turned on, the student will use the accommodation tools during the practice test, performing at least 6 of 7 steps independently, on 2 consecutive practice tests, as measured by a task-analysis checklist collected every two weeks during the test preparation period.
- Timeframe
- By the annual IEP review date
- Condition
- During a practice session on the state or end-of-course test platform with the student's accommodations turned on
- Behavior
- The student will use the accommodation tools during the practice test
- Criteria
- Performing at least 6 of 7 steps independently, on 2 consecutive practice tests
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks during the test 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 6 of 7 steps independently
- Mastery rule:
- on 2 consecutive practice tests
- Collection schedule:
- every two weeks during the test preparation period
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a practice session on the state or end-of-course test platform with the student's accommodations turned on, the student will use the accommodation tools during the practice test, performing at least 6 of 7 steps independently, on 2 consecutive practice tests, as measured by a task-analysis checklist collected every two weeks during the test 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. Checks that the listed accommodations are turned on at log-in and tells the proctor if one is missing | ||||||||
| 2. Opens the tools menu and turns on text-to-speech or the line reader as listed | ||||||||
| 3. Uses the highlighter or notepad on at least one reading item | ||||||||
| 4. Flags items to come back to instead of guessing quickly | ||||||||
| 5. Uses the review screen to return to flagged items | ||||||||
| 6. Takes a planned break at the point set in the break plan | ||||||||
| 7. Uses the extra time to check answers before submitting | ||||||||
| 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: 6 of 7).
- 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.