Work through a test section without stopping
When to use this goal
For high school students whose present levels show long stops during tests (head down, staring, leaving items blank and waiting for time) that are not explained by the content alone. Use with any test accommodations the student already has. Present levels decide the target.
- Baseline
- The proctor notes the start time and the time of the first stop of more than 2 minutes, and the number of items attempted by then. Collect at least four tests or practice sections and note the subject and the accommodations used.
- Tips
- Marking an item to come back to counts as working. Scheduled breaks pause the clock. Pair with ef-ss-013 for pacing and ef-ss-010 for attempting every item when those are also needs.
- Limits
- Content difficulty and test anxiety both cause stops; discuss which is driving them with the student. Does not measure test scores.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-034.
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Goal
By the annual IEP review date, during a timed section of a unit test in a content class, the student will continue working through the test section by reading, answering, or marking items to return to independently for at least 35 minutes, on 3 of 4 consecutive tests, as measured by duration recording collected at each test or practice section.
Baseline: 12 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
- 12 minutes.
- Annual goal346 characters
- By the annual IEP review date, during a timed section of a unit test in a content class, the student will continue working through the test section by reading, answering, or marking items to return to independently for at least 35 minutes, on 3 of 4 consecutive tests, as measured by duration recording collected at each test or practice section.
- Timeframe
- By the annual IEP review date
- Condition
- During a timed section of a unit test in a content class
- Behavior
- The student will continue working through the test section by reading, answering, or marking items to return to independently
- Criteria
- For at least 35 minutes, on 3 of 4 consecutive tests
- Evaluation method
- Duration recording
- Schedule
- At each test or practice section
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 35 minutes
- Mastery rule:
- on 3 of 4 consecutive tests
- Collection schedule:
- at each test or practice section
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a timed section of a unit test in a content class, the student will continue working through the test section by reading, answering, or marking items to return to independently for at least 35 minutes, on 3 of 4 consecutive tests, as measured by duration recording collected at each test or practice section.
| 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 (35 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.