Keep working when the adult steps away
When to use this goal
For students whose present levels show steady work with an adult beside them and work stopping as soon as the adult leaves. Fits fading of one-to-one support. Present levels decide the starting minutes; the work must be independent-level.
- Baseline
- Start timing when the adult steps more than a few feet away, and stop at the first stop of more than 1 minute or when the student calls the adult back for something not about the task. Collect at least five periods. Note the distance and whether the adult stayed in view.
- Tips
- Asking for help with the help card is a success and does not end the episode. Plan the fade with the team so the adult's return time grows on purpose. This goal often sits alongside a requesting-help goal.
- Limits
- Measures the start of independence, not work quality. Adults who hover or return early will inflate the data; agree on the return time ahead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-037.
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Goal
By the annual IEP review date, during independent work after the adult who started the task moves to help another student, the student will continue the assigned work after the adult moves away independently for at least 12 minutes, on 4 of 5 observed work periods, as measured by duration recording collected three times per week.
Baseline: 2 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
- 2 minutes.
- Annual goal331 characters
- By the annual IEP review date, during independent work after the adult who started the task moves to help another student, the student will continue the assigned work after the adult moves away independently for at least 12 minutes, on 4 of 5 observed work periods, as measured by duration recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During independent work after the adult who started the task moves to help another student
- Behavior
- The student will continue the assigned work after the adult moves away independently
- Criteria
- For at least 12 minutes, on 4 of 5 observed work periods
- 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 12 minutes
- Mastery rule:
- on 4 of 5 observed work periods
- Collection schedule:
- three times per week
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during independent work after the adult who started the task moves to help another student, the student will continue the assigned work after the adult moves away independently for at least 12 minutes, on 4 of 5 observed work periods, 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 (12 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.