Keep working at random engagement checks
When to use this goal
For students whose present levels show engagement that comes and goes across a work period, so a single duration number misses the pattern. Momentary time sampling suits long work blocks where continuous timing is not practical. The work must be at the independent level; present levels, not grade, decide the target.
- Baseline
- Set a vibrating timer or app to signal 10 checks spread across the period (every 2 minutes in a 20-minute block). At each signal, glance at the student and mark engaged or not engaged for that instant only. Collect at least five periods and note the work type, since engagement on writing and on math often differ.
- Tips
- Write the engaged definition on the data sheet before collecting data so two observers score the same way: hands or pencil on the task, reading the assigned page, or asking a task question counts; waiting with a hand up counts. Checking a peer comparison student at the same moments gives the team a classroom reference. Keep the check schedule fixed so the student cannot predict a single check.
- Limits
- Momentary checks estimate engagement; they miss what happens between signals. Ten checks per period is a small sample, so judge progress across days rather than one period. The method shows whether the student is engaged, not whether the work is correct.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-020.
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Goal
By the annual IEP review date, during a 20-minute independent seatwork period scored at 10 momentary time-sampling checks, the student will be engaged with the assigned task by writing, reading, solving, or handling the task materials independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
Baseline: 5 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
- 5 of 10 opportunities.
- Annual goal374 characters
- By the annual IEP review date, during a 20-minute independent seatwork period scored at 10 momentary time-sampling checks, the student will be engaged with the assigned task by writing, reading, solving, or handling the task materials independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute independent seatwork period scored at 10 momentary time-sampling checks
- Behavior
- The student will be engaged with the assigned task by writing, reading, solving, or handling the task materials independently
- Criteria
- In at least 8 of 10 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Three times per week
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:
- on 4 of 5 observed days
- Collection schedule:
- three times per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a 20-minute independent seatwork period scored at 10 momentary time-sampling checks, the student will be engaged with the assigned task by writing, reading, solving, or handling the task materials independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
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.