Use noise-reducing headphones during work time
When to use this goal
For students whose present levels show work stopping when the room gets loud (group work nearby, hallway noise, open-plan classrooms) and who have headphones or earbuds as an accommodation but rarely use them. Present levels decide the starting minutes.
- Baseline
- Time the longest continuous working stretch during noisy work periods, with and without headphones in use. Note whether the student put the headphones on unprompted. Collect at least five periods; quiet periods are not part of this baseline.
- Tips
- Teach the student to name the signal (voices, chairs, hallway) and choose the tool, including music without lyrics if the plan allows it. The aim is student choice and use of an accommodation they already have, not putting up with noise. Count self-chosen alternatives such as moving to a quiet seat as success.
- Limits
- The noise level is not constant, so compare similar periods. Some students find headphones uncomfortable; offer options before concluding the strategy does not work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-033.
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Goal
By the annual IEP review date, during independent work in a classroom where other groups are talking, the student will put on noise-reducing headphones when the room gets loud and continue the assigned work independently for at least 20 minutes, on 4 of 5 observed work periods, as measured by duration recording collected twice per week.
Baseline: 6 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
- 6 minutes.
- Annual goal338 characters
- By the annual IEP review date, during independent work in a classroom where other groups are talking, the student will put on noise-reducing headphones when the room gets loud and continue the assigned work independently for at least 20 minutes, on 4 of 5 observed work periods, as measured by duration recording collected twice per week.
- Timeframe
- By the annual IEP review date
- Condition
- During independent work in a classroom where other groups are talking
- Behavior
- The student will put on noise-reducing headphones when the room gets loud and continue the assigned work independently
- Criteria
- For at least 20 minutes, on 4 of 5 observed work periods
- Evaluation method
- Duration recording
- Schedule
- Twice 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 20 minutes
- Mastery rule:
- on 4 of 5 observed work periods
- Collection schedule:
- twice per week
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during independent work in a classroom where other groups are talking, the student will put on noise-reducing headphones when the room gets loud and continue the assigned work independently for at least 20 minutes, on 4 of 5 observed work periods, as measured by duration recording collected twice 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 (20 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.