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Study & Test-Taking Skills IEP goals

Study skills are the routines a student uses to learn material and show it on a test: taking usable notes, practicing with retrieval instead of rereading, spreading study across days, and working through a test from the directions to a final check. Good goals name one routine and the product it leaves behind (notes, cards, a log, a marked test) so the routine can be scored. Most are measured with a task-analysis checklist for the routine, a rubric for the product, or a count of tests or sessions where the strategy was used.

45 templates · How we write and review goals

Sample study & test-taking skills goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • K-2, 3-5Task-analysis steps

    Practice weekly spelling words with a look-cover-write-check routine

    Studying spelling or sight words with a routine

    By the annual IEP review date, given the weekly spelling or sight-word list during a 10-minute practice time at school, the student will practice the words using the look-cover-write-check routine using a routine card with pictures for each step, performing at least 5 of 6 steps independently, on 4 of 5 consecutive practice sessions, as measured by a task-analysis checklist collected twice weekly.

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  • K-2, 3-5, 6-8Task-analysis steps

    Read the directions and do the sample item before starting a test

    Following test directions

    By the annual IEP review date, given a classroom test or quiz with written directions and a sample item, the student will complete the test-start routine using a test-start card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each test or quiz.

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  • 3-5, 6-8, 9-12Task-analysis steps

    Make flashcards from a study guide and quiz with them

    Making and using flashcards

    By the annual IEP review date, given a study guide or vocabulary list at least 3 days before a test, the student will complete the flashcard routine using a flashcard routine card, performing at least 5 of 6 steps independently, on 3 consecutive study sessions, as measured by a task-analysis checklist collected each study session, at least weekly.

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  • 3-5, 6-8, 9-12Rubric score

    Take notes from a textbook section using the headings

    Taking notes from a textbook

    By the annual IEP review date, given a textbook section of 2 to 4 pages with headings and bold terms, the student will take notes on the section that meet the notes rubric independently, earning a score of at least 6 out of 8 on a 4-row textbook notes rubric scored 0 to 2 per row, on 3 of 4 consecutive note sets, as measured by a defined scoring rubric collected weekly.

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  • 6-8, 9-12Rubric score

    Take two-column notes during a lecture

    Taking notes during a lecture

    By the annual IEP review date, during a 20-minute lecture with a two-column notes page, the student will take two-column notes that meet the lecture notes rubric independently, earning a score of at least 6 out of 8 on a 4-row lecture notes rubric scored 0 to 2 per row, on 3 of 4 consecutive lectures, as measured by a defined scoring rubric collected weekly.

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  • 6-8, 9-12Opportunities

    Review and complete class notes within a day

    Reviewing and fixing notes after class

    By the annual IEP review date, within one school day of a lesson with notes, during a support period or at home, the student will reread the notes, fill in gaps from the slides or text, and mark anything still unclear with a question independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily and summarized weekly.

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  • 3-5, 6-8, 9-12Work completion

    Complete the study guide before the test

    Completing a study guide

    By the annual IEP review date, given a teacher-made study guide at least 3 school days before a test, the student will complete the study guide items before the test day independently, completing at least 90% of assigned study guide items, on 3 consecutive study guides, as measured by work-sample analysis collected each study guide.

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  • 3-5, 6-8, 9-12Opportunities

    Use self-quizzing during study sessions

    Self-quizzing instead of rereading

    By the annual IEP review date, during a 20-minute study session before a test, with notes or a study guide, the student will independently spend at least half of the session quizzing self (covering notes and answering, using flashcards, or answering review questions) rather than rereading in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each supervised study session and summarized weekly.

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  • 6-8, 9-12Opportunities

    Study on at least three separate days before a test

    Spacing study over several days

    By the annual IEP review date, when a test is announced at least 5 school days in advance, the student will complete a logged study session of at least 15 minutes on three separate days before the test independently in at least 4 of 5 opportunities, across 5 consecutive announced tests, as measured by opportunity-by-opportunity data collected each announced test and summarized monthly.

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  • 3-5, 6-8, 9-12Work completion

    Attempt every item on a test before turning it in

    Attempting every test item

    By the annual IEP review date, given a classroom test or quiz with 10 or more items, the student will respond to the test items, marking any uncertain item to revisit, before turning in the test independently, completing all assigned test items, on 4 of 5 consecutive tests, as measured by work-sample analysis collected each test or quiz.

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  • 3-5, 6-8, 9-12Opportunities

    Cross out wrong choices before answering multiple-choice items

    Multiple-choice elimination strategy

    By the annual IEP review date, given a multiple-choice test or quiz on paper or on a device with a scratch sheet, the student will cross out at least one clearly wrong choice before selecting an answer independently on at least 8 of 10 items, on 4 of 5 consecutive multiple-choice tests, as measured by opportunity-by-opportunity data collected each multiple-choice test or quiz.

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  • 3-5, 6-8, 9-12Task-analysis steps

    Check a test with a review checklist before turning it in

    Reviewing a test before submitting

    By the annual IEP review date, after finishing the last item of a classroom test with time remaining, the student will complete the test review routine using a review checklist, performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each test or quiz.

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33 more study & test-taking skills templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What study & test-taking skills involves

  • Taking notes from lectures and textbooks that can be studied from later
  • Using retrieval practice such as flashcards and self-quizzing rather than rereading
  • Planning study sessions in a planner and completing them on separate days
  • Reading test directions, attempting every item, and pacing a timed test
  • Checking a test before turning it in and reviewing it after it is returned
  • Requesting and using testing accommodations

Baseline and measurement considerations

  • Score the routine with a task-analysis checklist and the product (notes, summary, corrections) with a rubric; keep the two separate.
  • Tests are infrequent, so add low-stakes quizzes and practice sessions to get enough data points, and label them as practice.
  • Study logs are self-reported; verify with a caregiver signature or a quick question about what was studied.
  • Track the test score alongside the strategy data so the student can see whether the strategy pays off, but keep the score out of the goal criterion.
  • Teach each strategy and practice it before collecting goal data; a first attempt is a baseline, not a probe.

Progress-monitoring methods used in these templates

  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.
  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.
  • Direct observation: An adult observes and records the defined behavior during a specified activity.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.
  • Rubric tracker: Scores each rubric criterion and totals the score for each sample.
  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.

Common mistakes when writing study & test-taking skills goals

  • Writing "will improve study skills" or "will study for tests" with no named routine or product.
  • Using the test score as the goal criterion, which depends on the content and the teacher as much as on the student.
  • Counting rereading and highlighting as studying.
  • Expecting note-taking from a student who cannot write fast enough, when a slides copy or typing is the accommodation that belongs first.
  • Setting plans with five study sessions when one would be a win; over-ambitious plans produce failure data.

Frequently asked questions

How do I write an IEP goal for study skills?

Pick the one routine that present levels show is missing (notes, flashcards, a study plan, a test review) and describe its observable steps or the product it leaves behind. Measure the routine with a checklist or the product with a rubric, and set the target from a baseline you watched the student produce. Keep the test score as a separate, informal measure.

What is a good test-taking goal for a student who leaves items blank?

Measure the percentage of test items attempted, with a skip-and-mark strategy as the support. Define attempted as any response that addresses the item. Find out first whether blanks come from running out of time, not knowing, or forgetting to go back; each needs a different template.

Can note-taking be a goal if the student has a copy-of-notes accommodation?

Yes, if the team wants the student to build the skill over time. Write the goal with the accommodation as the support (for example, a note frame with the topics pre-written) and plan how it fades. If handwriting speed is the barrier, address that first or allow typed notes.

How often should I collect data on study skills?

Checklists for routines can be scored at every study session, often weekly. Rubrics for notes or summaries are realistic weekly or every two weeks. Test-related goals get a data point at each test, so add practice quizzes to reach enough points for a trend.

Do study skills goals fit elementary students?

Yes, in simpler forms: a look-cover-write-check routine for spelling words, reading test directions and doing the sample item, and attempting every item. Preschool is too early for these templates; readiness and attention goals fit better there.

Where do study skills goals go if my district has no executive function category?

Many teams file them under learning strategies, organization, or the academic area the test belongs to. The goal wording is the same; the category label is a local choice. Present levels should state the impact on classwork and tests regardless of category.

References

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