Write a test-day plan with accommodations
When to use this goal
For high school students facing end-of-course, graduation, or college entrance tests who arrive unsure of their accommodations and pacing. The student should be able to read their own IEP accommodations page with support. Present levels and test schedules, not grade, decide fit.
- Baseline
- Ask the student to explain how they will take an upcoming test and score what they include against the rubric. Check whether they can name their own accommodations; many students cannot.
- Tips
- Tests come a few times a year, so practice with unit tests too. The plan is a good place to teach self-advocacy: what to say if an accommodation is not provided. Share the finished plan with the test coordinator.
- Limits
- Few data points per year. The plan does not ensure accommodations are delivered; that is the school's responsibility. College entrance tests require separate accommodation approval by the testing organization.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-028.
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Goal
By the annual IEP review date, two weeks before a state, end-of-course, or college entrance test, given the student's accommodations page, the student will write a one-page test-day plan covering accommodations, pacing, breaks, and materials independently, earning a score of at least 7 out of 8 on a 4-row test-day plan rubric scored 0 to 2 per row, on 2 consecutive scheduled tests, as measured by a defined scoring rubric collected before each scheduled standardized test.
Baseline: 2 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 out of 8 rubric points.
- Annual goal475 characters
- By the annual IEP review date, two weeks before a state, end-of-course, or college entrance test, given the student's accommodations page, the student will write a one-page test-day plan covering accommodations, pacing, breaks, and materials independently, earning a score of at least 7 out of 8 on a 4-row test-day plan rubric scored 0 to 2 per row, on 2 consecutive scheduled tests, as measured by a defined scoring rubric collected before each scheduled standardized test.
- Timeframe
- By the annual IEP review date
- Condition
- Two weeks before a state, end-of-course, or college entrance test, given the student's accommodations page
- Behavior
- The student will write a one-page test-day plan covering accommodations, pacing, breaks, and materials independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row test-day plan rubric scored 0 to 2 per row, on 2 consecutive scheduled tests
- Evaluation method
- A defined scoring rubric
- Schedule
- Before each scheduled standardized test
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row test-day plan rubric scored 0 to 2 per row
- Mastery rule:
- on 2 consecutive scheduled tests
- Collection schedule:
- before each scheduled standardized test
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, two weeks before a state, end-of-course, or college entrance test, given the student's accommodations page, the student will write a one-page test-day plan covering accommodations, pacing, breaks, and materials independently, earning a score of at least 7 out of 8 on a 4-row test-day plan rubric scored 0 to 2 per row, on 2 consecutive scheduled tests, as measured by a defined scoring rubric collected before each scheduled standardized test.
| Date | Task / sample | Lists each testing accommodation from the IEP and what to do if one is missing | Includes a pacing plan with checkpoint times per section | Includes a break plan and a calming strategy | Lists materials, arrival time, and room location | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row test-day plan rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.