Book testing accommodations for a college exam
When to use this goal
For students with approved testing accommodations in college or dual enrollment who must book each exam with a testing center. Present levels in planning and online forms decide supports.
- Baseline
- Use a practice booking first, then mark steps for the first real exam. Missed booking deadlines are the most common problem; note how far ahead the student booked.
- Tips
- Booking rules differ by college. Entering exam dates at the start of the term (tn-pse-010) makes deadlines easier to meet.
- Limits
- Few exams per term. Measures the booking routine, not exam results.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-025.
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Goal
By the annual IEP review date, when an exam is announced in a dual enrollment or college course, with own accommodation letter and the testing center booking system, the student will book the exam with the testing center by its deadline, confirm with the instructor and arrive on time, performing at least 5 of 6 steps independently, on 3 consecutive exams, as measured by a task-analysis checklist collected at each exam.
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 Postsecondary Education Readiness.
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
- Transition & Postsecondary Skills - Postsecondary Education Readiness
- Baseline
- 1 of 6 steps independently.
- Annual goal422 characters
- By the annual IEP review date, when an exam is announced in a dual enrollment or college course, with own accommodation letter and the testing center booking system, the student will book the exam with the testing center by its deadline, confirm with the instructor and arrive on time, performing at least 5 of 6 steps independently, on 3 consecutive exams, as measured by a task-analysis checklist collected at each exam.
- Timeframe
- By the annual IEP review date
- Condition
- When an exam is announced in a dual enrollment or college course, with own accommodation letter and the testing center booking system
- Behavior
- The student will book the exam with the testing center by its deadline, confirm with the instructor and arrive on time
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive exams
- Evaluation method
- A task-analysis checklist
- Schedule
- At each exam
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:
- on 3 consecutive exams
- Collection schedule:
- at each exam
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when an exam is announced in a dual enrollment or college course, with own accommodation letter and the testing center booking system, the student will book the exam with the testing center by its deadline, confirm with the instructor and arrive on time, performing at least 5 of 6 steps independently, on 3 consecutive exams, as measured by a task-analysis checklist collected at each exam.
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. Finds the exam date in the syllabus or announcement | ||||||||
| 2. Checks the testing center's booking deadline | ||||||||
| 3. Books the exam with the accommodations listed | ||||||||
| 4. Lets the instructor know the exam is booked | ||||||||
| 5. Saves the confirmation | ||||||||
| 6. Arrives at the testing center on time with ID | ||||||||
| 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.