Practice the state test format with supports
When to use this goal
For elementary students taking their first state tests who freeze at the format: scrolling passages, drag-and-drop items, or bubbles on a separate sheet. The student should already have their designated supports listed. Present levels, not grade, decide which item types to practice.
- Baseline
- Watch one short practice session and mark each step done without help. Note item types the student skips, since unfamiliar formats are often the barrier rather than content.
- Tips
- Keep practice short and low-stakes; a few sessions are enough. Score answer accuracy separately or not at all; the goal is the format. Share the routine card with the test proctor if it is allowed as an accommodation.
- Limits
- Practice items may not cover every item type on the real test. Familiarity reduces format errors but does not change content skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-027.
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Goal
By the annual IEP review date, during a practice session with released state test items on the testing platform, the student will complete the test-format routine on a practice item set, performing at least 4 of 5 steps independently, on 2 consecutive practice sessions, as measured by a task-analysis checklist collected weekly during the test preparation period.
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 goal364 characters
- By the annual IEP review date, during a practice session with released state test items on the testing platform, the student will complete the test-format routine on a practice item set, performing at least 4 of 5 steps independently, on 2 consecutive practice sessions, as measured by a task-analysis checklist collected weekly during the test preparation period.
- Timeframe
- By the annual IEP review date
- Condition
- During a practice session with released state test items on the testing platform
- Behavior
- The student will complete the test-format routine on a practice item set
- Criteria
- Performing at least 4 of 5 steps independently, on 2 consecutive practice sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly 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 4 of 5 steps independently
- Mastery rule:
- on 2 consecutive practice sessions
- Collection schedule:
- weekly during the test preparation period
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a practice session with released state test items on the testing platform, the student will complete the test-format routine on a practice item set, performing at least 4 of 5 steps independently, on 2 consecutive practice sessions, as measured by a task-analysis checklist collected weekly 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. Listens to or reads the directions and the sample item | ||||||||
| 2. Turns on the read-aloud or line reader tool if listed | ||||||||
| 3. Scrolls or turns to see the whole passage before answering | ||||||||
| 4. Answers each item, including drag-and-drop or multi-select items | ||||||||
| 5. Raises a hand to ask for a break when the break plan says to | ||||||||
| 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.