Turn class notes into a self-made study guide
When to use this goal
For high school students who take notes but never turn them into something to study from, and rely on teacher review sheets that many courses no longer provide. Present levels and course demands, not grade, decide fit.
- Baseline
- Ask what the student did to study for the last two tests and check for any self-made materials. Have the student make a guide for the next test with the template and score the steps from the product.
- Tips
- The finished guide is the permanent product. Step 6 is scored from the student's self-quiz marks or a quick check-in. Fade the template once the student builds guides with all sections. Compare with ef-ss-007, where the teacher provides the guide.
- Limits
- Quality of practice questions varies; a separate rubric can score them if needed. Data come once per unit.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-030.
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Goal
By the annual IEP review date, one week before a unit test in a course that does not provide a study guide, the student will complete the study guide routine for the unit, performing at least 5 of 6 steps independently, for 3 consecutive unit tests, as measured by a task-analysis checklist collected with each unit test.
Baseline: 1 of 6 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 6 steps independently.
- Annual goal321 characters
- By the annual IEP review date, one week before a unit test in a course that does not provide a study guide, the student will complete the study guide routine for the unit, performing at least 5 of 6 steps independently, for 3 consecutive unit tests, as measured by a task-analysis checklist collected with each unit test.
- Timeframe
- By the annual IEP review date
- Condition
- One week before a unit test in a course that does not provide a study guide
- Behavior
- The student will complete the study guide routine for the unit
- Criteria
- Performing at least 5 of 6 steps independently, for 3 consecutive unit tests
- Evaluation method
- A task-analysis checklist
- Schedule
- With each unit test
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 5 of 6 steps independently
- Mastery rule:
- for 3 consecutive unit tests
- Collection schedule:
- with each unit test
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, one week before a unit test in a course that does not provide a study guide, the student will complete the study guide routine for the unit, performing at least 5 of 6 steps independently, for 3 consecutive unit tests, as measured by a task-analysis checklist collected with each unit test.
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. Gathers all notes, handouts, and returned work for the unit | ||||||||
| 2. Lists the unit's main topics from the notes or learning targets | ||||||||
| 3. Writes key terms with a short definition in own words | ||||||||
| 4. Writes at least two practice questions per topic | ||||||||
| 5. Writes an answer key on a separate page or the back | ||||||||
| 6. Uses the guide to self-quiz at least once before the test | ||||||||
| 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: 5 of 6).
- 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.