Keep writing through a writing block
When to use this goal
For students whose present levels show writing that stops after a sentence or two, with long pauses, erasing, or leaving the page, even when they have ideas planned. If transcription is the barrier, use speech-to-text or a scribe as the plan allows. Present levels decide the starting minutes.
- Baseline
- Time from the start of independent writing to the first pause of more than 1 minute. Collect at least five blocks and save the drafts; the word count at the stop point is a useful second number. Note the prompt type.
- Tips
- Count rereading the draft or checking the organizer as writing time. Spelling help should come from a word bank or tool, not adult spelling, so the student keeps moving. Pair with a written expression goal for quality.
- Limits
- Measures writing persistence, not quality or length. Students with fine motor fatigue may need breaks that are part of the plan, not a sign of attention loss.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-040.
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Goal
By the annual IEP review date, during the independent writing part of a writing block with a planning organizer completed, the student will continue adding to the draft on the page or in the speech-to-text tool independently for at least 15 minutes, on 4 of 5 observed writing blocks, as measured by duration recording collected twice 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 goal344 characters
- By the annual IEP review date, during the independent writing part of a writing block with a planning organizer completed, the student will continue adding to the draft on the page or in the speech-to-text tool independently for at least 15 minutes, on 4 of 5 observed writing blocks, as measured by duration recording collected twice per week.
- Timeframe
- By the annual IEP review date
- Condition
- During the independent writing part of a writing block with a planning organizer completed
- Behavior
- The student will continue adding to the draft on the page or in the speech-to-text tool independently
- Criteria
- For at least 15 minutes, on 4 of 5 observed writing blocks
- 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 15 minutes
- Mastery rule:
- on 4 of 5 observed writing blocks
- Collection schedule:
- twice per week
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during the independent writing part of a writing block with a planning organizer completed, the student will continue adding to the draft on the page or in the speech-to-text tool independently for at least 15 minutes, on 4 of 5 observed writing blocks, 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 (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.