Take a practice test and target the misses
When to use this goal
For high school students who study everything equally (or nothing) and do not use practice tests to find weak topics. Practice tests or released items must be available. Present levels, not grade, decide fit.
- Baseline
- Ask how the student used the last practice test, if at all. Provide one practice test and observe or check the products for each step.
- Tips
- The missed-items log is the main product and makes data easy. Encourage test-like conditions; open-book practice tests inflate scores and hide gaps. Pair with ef-ss-019 for correcting real tests.
- Limits
- Requires practice tests or released items that match the real test. Data come once per unit, so progress is slow to show.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-040.
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Goal
By the annual IEP review date, one week before a unit test or exam, given a practice test or released items, the student will complete the practice test routine, performing at least 4 of 5 steps independently, for 3 consecutive unit tests, as measured by a task-analysis checklist collected with each unit test.
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 goal311 characters
- By the annual IEP review date, one week before a unit test or exam, given a practice test or released items, the student will complete the practice test routine, performing at least 4 of 5 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 or exam, given a practice test or released items
- Behavior
- The student will complete the practice test routine
- Criteria
- Performing at least 4 of 5 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 4 of 5 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 or exam, given a practice test or released items, the student will complete the practice test routine, performing at least 4 of 5 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. Takes the practice test under test-like conditions without notes | ||||||||
| 2. Scores it with the answer key | ||||||||
| 3. Lists missed items by topic on a missed-items log | ||||||||
| 4. Restudies the two or three weakest topics using notes or the textbook | ||||||||
| 5. Retakes the missed items or similar items and records the new result | ||||||||
| 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.