Finish a short table activity before leaving the table
When to use this goal
For young children who start an activity and leave after a piece or two. The activity must be short (3 to 8 pieces or steps) and within the child's ability. Present levels decide the length to start with.
- Baseline
- Offer several short activities over a week and record whether each was finished before the child left. Note the number of pieces or steps completed when the child stopped; this sets the starting length. Rule out activities that are too hard.
- Tips
- Each activity offered is one opportunity. Met means the last piece or step is done before the child stands up. Use an all-done bin so finishing has a visible ending. Keep activities short enough that success is possible from the start and lengthen them through the progression.
- Limits
- Preference drives persistence in young children; mix preferred and less preferred activities and note which was offered. Does not measure quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ac-006.
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Goal
By the annual IEP review date, given a short table activity with a clear end (a 6-piece puzzle, a 5-bead pattern, a 4-step craft), the student will complete the activity to its end point before leaving the table independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during table time and summarized weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Assignment Completion.
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
- Executive Function - Assignment Completion
- Baseline
- 1 of 5 opportunities.
- Annual goal378 characters
- By the annual IEP review date, given a short table activity with a clear end (a 6-piece puzzle, a 5-bead pattern, a 4-step craft), the student will complete the activity to its end point before leaving the table independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during table time and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a short table activity with a clear end (a 6-piece puzzle, a 5-bead pattern, a 4-step craft)
- Behavior
- The student will complete the activity to its end point before leaving the table independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily during table time and summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily during table time and summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, given a short table activity with a clear end (a 6-piece puzzle, a 5-bead pattern, a 4-step craft), the student will complete the activity to its end point before leaving the table independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during table time and summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.