Prepare for a college placement test
When to use this goal
For students entering community college or dual enrollment who must take a placement test and do not know it affects their courses. Present levels in test-taking and planning decide supports.
- Baseline
- Ask what the student knows about placement testing before the checklist is introduced, and mark the steps done for a practice test.
- Tips
- Many colleges now place students by high school grades, so the student may skip the test; that is a correct outcome of step two. Practice materials are often free on college websites.
- Limits
- Only once or twice per student. Preparation does not guarantee a placement score.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-027.
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Goal
By the annual IEP review date, in the weeks before a scheduled placement test, given the college's placement test information page and a preparation checklist, the student will complete each preparation step, from requesting testing accommodations to arriving on test day, performing at least 6 of 7 steps independently, on 2 consecutive tests, including a practice test, as measured by a task-analysis checklist collected weekly in the month before the test.
Baseline: 1 of 7 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 7 steps independently.
- Annual goal459 characters
- By the annual IEP review date, in the weeks before a scheduled placement test, given the college's placement test information page and a preparation checklist, the student will complete each preparation step, from requesting testing accommodations to arriving on test day, performing at least 6 of 7 steps independently, on 2 consecutive tests, including a practice test, as measured by a task-analysis checklist collected weekly in the month before the test.
- Timeframe
- By the annual IEP review date
- Condition
- In the weeks before a scheduled placement test, given the college's placement test information page and a preparation checklist
- Behavior
- The student will complete each preparation step, from requesting testing accommodations to arriving on test day
- Criteria
- Performing at least 6 of 7 steps independently, on 2 consecutive tests, including a practice test
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly in the month before the 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 6 of 7 steps independently
- Mastery rule:
- on 2 consecutive tests, including a practice test
- Collection schedule:
- weekly in the month before the test
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, in the weeks before a scheduled placement test, given the college's placement test information page and a preparation checklist, the student will complete each preparation step, from requesting testing accommodations to arriving on test day, performing at least 6 of 7 steps independently, on 2 consecutive tests, including a practice test, as measured by a task-analysis checklist collected weekly in the month before the 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. Finds out whether a placement test is needed and which one | ||||||||
| 2. Checks whether high school grades or scores can be used instead | ||||||||
| 3. Requests testing accommodations from the accessibility services office if wanted | ||||||||
| 4. Schedules the test | ||||||||
| 5. Completes practice questions for each section | ||||||||
| 6. Plans the route and arrival time | ||||||||
| 7. Arrives with ID and any required documents | ||||||||
| 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: 6 of 7).
- 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.