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Attend to whole-group instruction for a set number of minutes

Unreviewed draftK-2, 3-5, 6-8Duration
Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

How long a behavior lasts, from a defined start to a defined end.

Measurement method

An adult observes and records the defined behavior during a specified activity.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, during whole-group instruction lasting at least 15 minutes, the student will attend to whole-group instruction by following along in the materials being discussed and responding when directed independently for at least 12 minutes, in 4 of 5 observed lessons, as measured by direct observation collected twice weekly.

Baseline: 4 minutes.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Duration is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Direct observation can produce duration data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Sustained Attention & Task Engagement.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

About this template
Level guidance
For students whose present levels show they lose track during teacher-led lessons. Consider whether language comprehension or hearing affects attention to oral instruction. Present levels, not grade, decide fit.
Baseline considerations
Observe at least five lessons and time the longest continuous episode of attending. Note lesson format (lecture, demonstration, discussion) because attention often varies by format.
Usage notes
Define attending: following along in the text, notes, or board work when directed; listening to the speaker in the student's usual way; responding when called on. Do not require eye contact or a particular posture, and allow fidgets or movement that help the student listen. The episode ends after more than 10 seconds of disengagement, such as a side conversation or working on something unrelated.
Known limitations
Attending can be hard to judge from posture alone; some students listen while looking away. Agree on the definition with the student's team and check agreement between two observers at least once.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID ef-att-002.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Duration tracker. Your goal measures how long a behavior lasts, so the sheet records start and end times.

Duration tracker

Duration
Student label:
 
Target:
for at least 12 minutes
Mastery rule:
in 4 of 5 observed lessons
Collection schedule:
twice weekly
Method:
Direct observation
Data collector:
 

Goal: By the annual IEP review date, during whole-group instruction lasting at least 15 minutes, the student will attend to whole-group instruction by following along in the materials being discussed and responding when directed independently for at least 12 minutes, in 4 of 5 observed lessons, as measured by direct observation collected twice weekly.

Duration tracker
DateActivity / contextStart timeEnd timeDuration (minutes)Target durationSupport levele.g., independent, 1 verbal promptNotes

Preview shows 4 of 12 rows.

  • Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
  • The goal is reached when duration is at least the target (12 minutes).
  • Note interruptions that weren't caused by the student.

The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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