Keep working through a classroom interruption
When to use this goal
For students who stop and join every side event in the room (a visitor, a peer's question to the teacher, hallway noise). Fits classrooms with predictable interruptions.
- Baseline
- Log interruptions during several work periods and record whether the student kept working, paused and resumed within 10 seconds, or stopped and engaged with the interruption. The last category is the target. Note which kinds of interruption are hardest to ignore.
- Tips
- Each interruption is one opportunity. Met means the student keeps working or pauses under 10 seconds without commenting or getting up. Interruptions directed at the student (the teacher asks them something) are not opportunities.
- Limits
- Interruption counts vary by day and classroom. Some interruptions deserve attention (a fire drill); score only ones the class was expected to ignore.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-010.
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Goal
By the annual IEP review date, when a classroom interruption occurs during independent work (a visitor at the door, an announcement, a peer talking to the teacher), the student will independently continue working on the task without joining or commenting on the interruption in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during one work period and summarized weekly.
Baseline: 2 of 10 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 Sustained Attention & Task Engagement.
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 - Sustained Attention & Task Engagement
- Baseline
- 2 of 10 opportunities.
- Annual goal433 characters
- By the annual IEP review date, when a classroom interruption occurs during independent work (a visitor at the door, an announcement, a peer talking to the teacher), the student will independently continue working on the task without joining or commenting on the interruption in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during one work period and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a classroom interruption occurs during independent work (a visitor at the door, an announcement, a peer talking to the teacher)
- Behavior
- The student will independently continue working on the task without joining or commenting on the interruption
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily during one work period 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily during one work period and summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a classroom interruption occurs during independent work (a visitor at the door, an announcement, a peer talking to the teacher), the student will independently continue working on the task without joining or commenting on the interruption in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during one work period 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.