Keep working at a station until rotation
When to use this goal
For students whose present levels show finishing or abandoning a station task early and wandering before the rotation signal. Fits classrooms that use station or center rotations with set times. Present levels decide the target.
- Baseline
- Each station visit is one opportunity; score whether the student was still at the station and doing its task or the extension at the signal. Collect at least five rotation sessions and note which stations are hardest.
- Tips
- An extension task (a challenge card, a reading choice) gives early finishers something to do so attention is not tested by empty time. Count helping a peer with the station task as staying with the task.
- Limits
- Station design affects this heavily; stations with no extension will produce wandering. Does not measure the quality of station work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-039.
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Goal
By the annual IEP review date, during a math or literacy station rotation with a posted task at each station, the student will independently keep doing the station task or the posted extension task until the rotation signal, without leaving the station in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 1 of 5 opportunities.
- Annual goal377 characters
- By the annual IEP review date, during a math or literacy station rotation with a posted task at each station, the student will independently keep doing the station task or the posted extension task until the rotation signal, without leaving the station in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a math or literacy station rotation with a posted task at each station
- Behavior
- The student will independently keep doing the station task or the posted extension task until the rotation signal, without leaving the station
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Three times per week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- three times per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a math or literacy station rotation with a posted task at each station, the student will independently keep doing the station task or the posted extension task until the rotation signal, without leaving the station in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.