Study & Test-Taking Skills IEP goals for high school (grades 9 to 12)
39 of the study & test-taking skills templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
39 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Study & Test-Taking Skills Executive Function
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.
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.
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.
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.
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.
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.
High school study & test-taking skills goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 9 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 9 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 14 goals here
Frequently asked questions
How do study & test-taking skills goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.