Request a testing accommodation before a test begins
When to use this goal
For students with testing accommodations (read-aloud, extended time, a separate setting, breaks) who start tests without them when a teacher forgets. Present levels, not grade, decide fit.
- Baseline
- Check with general education teachers after the last five tests: was the accommodation in place, and did the student ask for it or did someone else arrange it? Ask the student what they do when a teacher forgets.
- Tips
- Score correct when the student asks before the first item, or within the first minute if the problem shows up then. Providing the accommodation is the school's job whether or not the student asks; this goal builds the habit for settings where no one will remember for them.
- Limits
- Teachers who always set up accommodations leave few opportunities; probes with a new proctor give real practice. A missed request must never mean a missed accommodation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-039.
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Goal
By the annual IEP review date, before a classroom quiz or test in a general education class, the student will privately tell the teacher or proctor, by a quiet word, a note, or a card, which testing accommodation they need before starting the test independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected at each scheduled test, logged by the case manager.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Self-Advocacy.
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
- Social-Emotional & Communication - Self-Advocacy
- Baseline
- 1 of 5 opportunities.
- Annual goal442 characters
- By the annual IEP review date, before a classroom quiz or test in a general education class, the student will privately tell the teacher or proctor, by a quiet word, a note, or a card, which testing accommodation they need before starting the test independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected at each scheduled test, logged by the case manager.
- Timeframe
- By the annual IEP review date
- Condition
- Before a classroom quiz or test in a general education class
- Behavior
- The student will privately tell the teacher or proctor, by a quiet word, a note, or a card, which testing accommodation they need before starting the test independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive grading periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each scheduled test, logged by the case manager
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 2 consecutive grading periods
- Collection schedule:
- at each scheduled test, logged by the case manager
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, before a classroom quiz or test in a general education class, the student will privately tell the teacher or proctor, by a quiet word, a note, or a card, which testing accommodation they need before starting the test independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected at each scheduled test, logged by the case manager.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.