Test-taking IEP goals: 24 examples for strategies before, during and after tests

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A measurable test-taking IEP goal names one strategy the student will use on tests and counts how often they use it, such as reading every answer choice or pacing with time checkpoints. Example: on unit tests, the student will cross out at least one wrong choice before answering on 80% of multiple-choice items, on 3 of 4 tests, checked on the test copy.

Students with IEPs often know more than their test scores show. They skip the directions, pick the first answer that looks right, run out of time on page two, or freeze when they hit a hard item. Each of those is a strategy problem, and strategies can be taught and measured.

A test-taking goal targets one strategy, used on real tests or quizzes, and counts how often the student uses it. The 24 goals below are grouped by when the strategy happens. Baselines are illustrative. For checking work generally, see IEP goals for checking work. For the cluster overview, see executive functioning IEP goals.

Test-taking strategies in special education: goals vs accommodations

Strategies and accommodations are different. An accommodation changes the conditions: extended time, a separate room, items read aloud. A strategy is something the student does: plan the time, underline key words, cross out wrong answers. Students with IEPs take part in state and district assessments with the accommodations their IEP lists, where the test allows them.^[1] Goals teach strategies; the accommodations page of the IEP lists the supports. For the support side, see testing accommodations and extended time.

How to choose the right test-taking goal

Look at three recent tests with the student. Mark where points were lost and why.

What the tests show	Sub-skill	Measurement method	Data source
Didn't study, or studied the night before	Before the test	Study sessions completed	Planner or study log
Missed directions, misread questions	Starting the test	Tests with directions step done	Test copy
Picked a plausible wrong answer	Multiple choice	Items with a choice crossed out	Test copy
Short, off-target written answers	Written answers	Answers that restate the question	Test copy and rubric
Ran out of time or stalled on one item	Pacing and staying calm	Sections finished by checkpoint	Test copy with times
Same mistakes on every test	After the test	Missed items corrected and explained	Correction sheet

Templates are on the study skills goals page, with versions for middle school and high school.

Before the test

Goal	Baseline	Measure
Given a test date, the student will create a written study plan with at least 3 sessions on the calendar for 4 of 5 unit tests.	0 of 5	Tests with a plan
The student will study on at least three separate days before a test, shown in a study log, for 3 of 4 unit tests.	0 of 4	Tests with 3 study days
Before a major test, the student will take a practice test and target the misses, restudying every missed item, on 3 of 4 tests.	1 of 4	Tests with practice and restudy
Before a state or district test, the student will write a test-day plan with accommodations and review it with the case manager on 2 of 2 testing windows.	0 of 2	Windows with a plan

Weak: "The student will study for tests." Measurable: the three-day goal. It counts days and names the evidence.

Starting the test

Goal	Baseline	Measure
At the start of each test section, the student will read the directions and do the sample item before starting, on 4 of 5 tests.	1 of 5	Tests with directions step
At the start of a test, the student will request and use the accommodations listed in the IEP without an adult prompt on 4 of 5 tests.	1 of 5	Tests with self-requested accommodations
On word problems and short-answer items, the student will underline the key words in each question on at least 80% of items, on 3 of 4 tests.	20% of items	Items underlined
With a read-aloud accommodation in place, the student will read test questions and answer choices aloud quietly to themselves with at least 95% accuracy on 3 of 4 practice tests.	88% accuracy	Words read correctly

Weak: "The student will follow test directions." Measurable: the sample item goal. It names a visible step done at a set time.

Multiple-choice items

Goal	Baseline	Measure
On multiple-choice items, the student will cross out wrong choices, at least one per item, on 80% of items on 3 of 4 tests.	10% of items	Items with a choice crossed out
Before choosing, the student will read all answer choices, shown by a dot next to each one, on 90% of items on 3 of 4 quizzes.	30% of items	Items with every choice dotted
On quizzes, the student will rate confidence on each item (sure, unsure) and go back to every unsure item before submitting, on 4 of 5 quizzes.	0 of 5	Quizzes with unsure items revisited
On a computer-based practice test, the student will use the online test tools (highlighter, flag, strike-through) on at least 5 items, on 3 of 3 practice tests.	0 of 3	Practice tests with tools used

Weak: "The student will use process of elimination." Measurable: the cross-out goal. It makes the strategy visible on the page.

Written answers

Goal	Baseline	Measure
On short-answer items, the student will restate the question in the answer on at least 4 of 5 items, on 3 of 4 tests.	1 of 5	Items restated
Before an essay question, the student will plan the answer with at least 3 points in a margin outline on 4 of 5 essay items.	0 of 5	Essays with a plan
On open-note tests, the student will look up answers in notes using headings, finding the right section within 2 minutes on 4 of 5 lookups.	1 of 5	Lookups within 2 minutes
On constructed-response items, the student will answer every part of a multi-part question, checked against a parts list, on 4 of 5 items.	2 of 5	Items with all parts answered

Weak: "The student will write complete answers." Measurable: the restate goal. It defines one feature you can count.

Pacing and staying calm

Goal	Baseline	Measure
On timed tests, the student will pace with section time checkpoints written at the top of the page, reaching each checkpoint on time on 3 of 4 tests.	0 of 4	Tests on pace
The student will attempt every item before turning in a test, with no blanks, on 4 of 5 tests.	2 of 5	Tests with no blanks
When stuck for more than 2 minutes, the student will mark the item, move on and return to it later, on 4 of 5 occasions observed.	0 of 5	Occasions skipped and returned
When upset during a test, the student will use a calming routine and continue working within 3 minutes on 4 of 5 occasions.	1 of 5	Occasions resumed

Weak: "The student will manage test anxiety." Measurable: the calming routine goal. It names the routine, the time and the count.

After the test

Goal	Baseline	Measure
On returned tests, the student will correct missed items and explain each error in one sentence for 3 of 4 tests.	0 of 4	Tests corrected
Before seeing the score, the student will predict the score within ten points on 3 of 4 tests.	1 of 4	Predictions within 10 points
After each test, the student will list the strategies used on a 5-item checklist and match the teacher's review of the test copy on 4 of 5 items, on 3 of 4 tests.	2 of 5	Checklist items matching
With supports, the student will practice the state test format on 3 practice sessions before the testing window, using each IEP accommodation at least once.	0 of 3	Practice sessions completed

Weak: "The student will learn from mistakes." Measurable: the correction goal. It produces a sheet you can count.

How to measure test-taking strategies

Measure strategy use directly from the test copy, not from the score alone. A score depends on content; strategy use is the skill the goal teaches.

Make a strategy checklist for the goal: each item is visible on the test copy (cross-outs, underlines, checkpoint times).
Score each test or quiz the goal names: items where the strategy was used, of items where it applies.
Record the score too, to see whether strategy use is paying off.
Probe frequency: every quiz and test in the classes named in the goal; at least 2 per month.

An illustrative filled-in record for the cross-out goal (target: at least one choice crossed out on 80% of items, on 3 of 4 tests):

Test	Multiple-choice items	Items with a choice crossed out	Share	Multiple-choice score	Met?
Science unit 3	15	9	60%	9 of 15	No
Math quiz 7	10	8	80%	7 of 10	Yes
Social studies unit 4	20	17	85%	15 of 20	Yes
Science unit 4	15	13	87%	12 of 15	Yes

Result: 3 of 4 tests met. Strategy use rose from 60% to 87% of items, and the share of items correct rose from 60% to 80%. Record it on the accuracy data sheet using percent accuracy for the share of items. The IEP must say how progress will be measured,^[2] and a strategy-use record does that. Review the trend over 6 to 8 data points before changing the plan.^[3]

Short-term objectives

For the cross-out goal:

With an adult cue on each page, the student crosses out a wrong choice on 60% of items.
With a sticky note reminder on the test, 70% of items.
With no cue, 80% of items on 3 of 4 tests.

Adapting by grade

Grade band	Strategy focus	Example criterion
3 to 5	Directions and sample item, every item attempted	No blanks on 4 of 5 tests
Middle school	Cross-outs, underlining, study plans	80% of items, 3 of 4 tests
High school	Pacing, essay planning, state test format	On pace on 3 of 4 tests

Mistakes to avoid

Using the test score as the measure. A score mixes content and strategy. Measure the strategy.
Teaching five strategies at once. Pick one or two per goal period.
Strategies the student can't see on the page. Make each one leave a mark you can count.
Calling an accommodation a goal. "Will use extended time" is an accommodation. "Will pace with checkpoints" is a goal.

Paste your draft into the goal checker. For the strategies behind the goals, see learning strategies for students with disabilities and working memory strategies.

Frequently asked questions

What are good test-taking IEP goals?

Goals that name one strategy the student uses on real tests and count it, such as reading directions and doing the sample item, crossing out wrong choices, or pacing with checkpoints. Measure from the test copy, not only the score.

Is extended time a goal or an accommodation?

An accommodation. It changes the test conditions. A goal teaches the student to do something, such as pace their work with time checkpoints. A student can have both.

How do you measure test-taking strategies?

Make each strategy leave a mark on the test copy, like a cross-out, an underline or a checkpoint time. Count items where the student used it out of items where it applies, on every test or quiz the goal names.

Use it in IEP Atlas

Sources

34 CFR §300.160: Participation in assessments, Legal Information Institute, Cornell Law School
34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.