Choose and set up an attention strategy before starting work
When to use this goal
For students who have been taught attention strategies (move seats, use headphones, clear the desk, set a timer) but who do not use them unless told.
- Baseline
- After teaching the strategies, observe five work periods and record whether the student set up any strategy before starting without being told. Also record engagement during the period so the team can see whether strategies help.
- Tips
- Each work period is one opportunity. Met means a strategy is chosen and in place (headphones on, timer running, desk cleared, seat moved) before the first task response, without an adult prompt. Any strategy from the menu counts; the choice is the student's.
- Limits
- Using a strategy does not guarantee attention; pair with a duration measure. Some strategies need teacher permission (moving seats); agree in advance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-019.
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Goal
By the annual IEP review date, at the start of an independent work period with a strategy menu available, the student will choose one strategy from the attention strategy menu and set it up before starting the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily on one work period 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 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
- 1 of 5 opportunities.
- Annual goal382 characters
- By the annual IEP review date, at the start of an independent work period with a strategy menu available, the student will choose one strategy from the attention strategy menu and set it up before starting the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily on one work period and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of an independent work period with a strategy menu available
- Behavior
- The student will choose one strategy from the attention strategy menu and set it up before starting the task independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily on 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily on one work period and summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the start of an independent work period with a strategy menu available, the student will choose one strategy from the attention strategy menu and set it up before starting the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily on 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 | # + (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.