Move through an online module without tab switching
When to use this goal
For high school students taking self-paced online courses or credit recovery whose present levels show short bursts of module work broken by unrelated sites, games, or videos. Use when the course platform or a teacher can see time in the module. Present levels decide the starting minutes.
- Baseline
- In the lab, time from logging in to the first switch to an unrelated window lasting more than 30 seconds. At home, use the platform's activity log alongside a family or student log. Collect at least five sessions and note the module type (video lesson, practice set, quiz).
- Tips
- Let the student choose the session goal and whether to use a blocker; the long-term aim is the student managing their own setup. Course windows include notes, a calculator, or a resource the module links to. Pair with ef-att-029 when the class is live rather than self-paced.
- Limits
- Activity logs can show a window open without attention; spot-check with the student's progress through the module. Does not measure mastery of course content.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-028.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a scheduled credit recovery or online course period in the school lab, the student will continue working through the module activities with only course windows open independently for at least 30 minutes, in 4 of 5 consecutive scheduled sessions, as measured by duration recording collected each scheduled session and summarized weekly.
Baseline: 8 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
- 8 minutes.
- Annual goal373 characters
- By the annual IEP review date, during a scheduled credit recovery or online course period in the school lab, the student will continue working through the module activities with only course windows open independently for at least 30 minutes, in 4 of 5 consecutive scheduled sessions, as measured by duration recording collected each scheduled session and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a scheduled credit recovery or online course period in the school lab
- Behavior
- The student will continue working through the module activities with only course windows open independently
- Criteria
- For at least 30 minutes, in 4 of 5 consecutive scheduled sessions
- Evaluation method
- Duration recording
- Schedule
- Each scheduled session and summarized weekly
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 30 minutes
- Mastery rule:
- in 4 of 5 consecutive scheduled sessions
- Collection schedule:
- each scheduled session and summarized weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a scheduled credit recovery or online course period in the school lab, the student will continue working through the module activities with only course windows open independently for at least 30 minutes, in 4 of 5 consecutive scheduled sessions, as measured by duration recording collected each scheduled session and summarized weekly.
| 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 (30 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.