Respond in group lessons using a choice board
When to use this goal
For students with significant support needs whose present levels show attention to a group lesson for a few minutes before they move away or turn to other activities. Uses age-matched materials and the student's communication mode. Present levels, not grade, decide the target.
- Baseline
- Time from the lesson start to the first break in engagement of more than 1 minute (leaving the group, turning to unrelated items, no response to two questions in a row). Collect at least five lessons with different topics and note the response mode used.
- Tips
- Use materials that fit the student's age: news articles, sports results, music, recipes, not picture books. Every response mode counts the same. Movement, rocking, or sounds that help the student stay in the group are fine and are not counted against them.
- Limits
- Measures how long the student stays engaged, not what they learn. Health, medication, and sleep affect daily results; note them in the log.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-035.
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Goal
By the annual IEP review date, during a 20-minute group lesson in a self-contained class with age-matched materials, the student will remain in the group lesson and respond to its questions by speech, device, sign, or choice board selection independently for at least 15 minutes, on 4 of 5 observed lessons, as measured by duration recording collected three times per week.
Baseline: 4 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
- 4 minutes.
- Annual goal373 characters
- By the annual IEP review date, during a 20-minute group lesson in a self-contained class with age-matched materials, the student will remain in the group lesson and respond to its questions by speech, device, sign, or choice board selection independently for at least 15 minutes, on 4 of 5 observed lessons, as measured by duration recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute group lesson in a self-contained class with age-matched materials
- Behavior
- The student will remain in the group lesson and respond to its questions by speech, device, sign, or choice board selection independently
- Criteria
- For at least 15 minutes, on 4 of 5 observed lessons
- Evaluation method
- Duration recording
- Schedule
- Three times 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 15 minutes
- Mastery rule:
- on 4 of 5 observed lessons
- Collection schedule:
- three times per week
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute group lesson in a self-contained class with age-matched materials, the student will remain in the group lesson and respond to its questions by speech, device, sign, or choice board selection independently for at least 15 minutes, on 4 of 5 observed lessons, as measured by duration recording collected three times 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 (15 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.