Accumulate engaged minutes across a work block
When to use this goal
For students whose attention breaks often but who do return, so that the longest single episode understates their work. This template counts total engaged minutes rather than the longest stretch. Present levels decide the target.
- Baseline
- Use a stopwatch that can be paused: run it while the student is engaged and pause it during disengagement over 10 seconds. Record the total at the end of at least five blocks. Also note how many times the stopwatch was paused; that count is the number of attention breaks.
- Tips
- Engaged is defined as for other attention goals: working with the task materials in the student's usual way or asking a task question. Pausing the stopwatch requires an observer's full attention for the block, so plan observations in advance. Never mix total minutes and longest-episode data on the same graph.
- Limits
- Requires a dedicated observer for the whole block. Total minutes can rise while the student still stops dozens of times; report the pause count alongside.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-012.
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Goal
By the annual IEP review date, during a 30-minute independent work block at the student's instructional level, the student will remain engaged with the assigned task for a total number of minutes across the block independently for at least 24 minutes, in 4 of 5 consecutive observed blocks, as measured by duration recording collected three times per week.
Baseline: 10 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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
- 10 minutes.
- Annual goal356 characters
- By the annual IEP review date, during a 30-minute independent work block at the student's instructional level, the student will remain engaged with the assigned task for a total number of minutes across the block independently for at least 24 minutes, in 4 of 5 consecutive observed blocks, as measured by duration recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute independent work block at the student's instructional level
- Behavior
- The student will remain engaged with the assigned task for a total number of minutes across the block independently
- Criteria
- For at least 24 minutes, in 4 of 5 consecutive observed blocks
- Evaluation method
- Duration recording
- Schedule
- Three times per week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 24 minutes
- Mastery rule:
- in 4 of 5 consecutive observed blocks
- Collection schedule:
- three times per week
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a 30-minute independent work block at the student's instructional level, the student will remain engaged with the assigned task for a total number of minutes across the block independently for at least 24 minutes, in 4 of 5 consecutive observed blocks, as measured by duration recording collected three times per week.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
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 (24 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.