Reduce leaving the work area during independent work
When to use this goal
For students whose present levels show frequent trips around the room (pencil sharpener, trash, a friend's desk) that end their work. Rule out needs that require movement; a scheduled movement break can be part of the support. Present levels decide the target.
- Baseline
- Define the work area (desk and chair, or a taped boundary) and tally each exit without permission across five periods. Record where the student went; sharpening pencils four times points to a supplies kit, visiting peers points to something else.
- Tips
- Count each exit from the defined area without a signal or permission. Exits using the break card or during the scheduled movement break do not count. Give the student a way to meet real needs (supplies kit, break card) so the goal is not about sitting still.
- Limits
- Fewer exits is not more work; pair with completion or duration data. Students who need movement to attend should have that built into the plan, not counted against them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-017.
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Goal
By the annual IEP review date, during a 20-minute independent work period, the student will reduce leaving the work area without permission to no more than 2 times per 20-minute work period, while using a work-area boundary and a scheduled movement break, on 4 of 5 consecutive observed work periods, as measured by frequency recording collected daily on one work period.
Baseline: 7 times per 20-minute work period.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 7 times per 20-minute work period.
- Annual goal371 characters
- By the annual IEP review date, during a 20-minute independent work period, the student will reduce leaving the work area without permission to no more than 2 times per 20-minute work period, while using a work-area boundary and a scheduled movement break, on 4 of 5 consecutive observed work periods, as measured by frequency recording collected daily on one work period.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute independent work period
- Behavior
- The student will reduce leaving the work area without permission, while using a work-area boundary and a scheduled movement break
- Criteria
- No more than 2 times per 20-minute work period, on 4 of 5 consecutive observed work periods
- Evaluation method
- Frequency recording
- Schedule
- Daily on one work period
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 2 times per 20-minute work period
- Mastery rule:
- on 4 of 5 consecutive observed work periods
- Collection schedule:
- daily on one work period
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute independent work period, the student will reduce leaving the work area without permission to no more than 2 times per 20-minute work period, while using a work-area boundary and a scheduled movement break, on 4 of 5 consecutive observed work periods, as measured by frequency recording collected daily on one work period.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute work period.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.