Respond to the class attention signal
When to use this goal
For young students whose present levels show continuing an activity long after the class attention signal (chime, clap pattern, call and response) and missing the next direction. Hearing and processing needs should be ruled out first. Present levels decide the target.
- Baseline
- Score the first six attention signals of the day as met or not met within 5 seconds. Collect at least five days and note the activity at each signal; signals during preferred activities are often the hardest.
- Tips
- Teach and practice the signal with the whole class; reteach after breaks. A visual signal (lights, a raised hand) alongside the sound helps many students. Turning toward the teacher is one option, never a requirement.
- Limits
- Measures the first response to the signal, not whether the student then follows the direction. Noisy activities can mask the signal for some students.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-049.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the teacher gives the class attention signal during an activity, the student will stop the current activity, set materials down, and answer the signal (echoing the call, raising a hand, or turning toward the teacher) within 5 seconds independently in at least 5 of 6 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily, scoring the first six signals.
Baseline: 2 of 6 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. Opportunity (trial) recording 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
- 2 of 6 opportunities.
- Annual goal447 characters
- By the annual IEP review date, when the teacher gives the class attention signal during an activity, the student will stop the current activity, set materials down, and answer the signal (echoing the call, raising a hand, or turning toward the teacher) within 5 seconds independently in at least 5 of 6 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily, scoring the first six signals.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher gives the class attention signal during an activity
- Behavior
- The student will stop the current activity, set materials down, and answer the signal (echoing the call, raising a hand, or turning toward the teacher) within 5 seconds independently
- Criteria
- In at least 5 of 6 opportunities, on 4 of 5 consecutive school days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, scoring the first six signals
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 5 of 6 opportunities
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily, scoring the first six signals
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the teacher gives the class attention signal during an activity, the student will stop the current activity, set materials down, and answer the signal (echoing the call, raising a hand, or turning toward the teacher) within 5 seconds independently in at least 5 of 6 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily, scoring the first six signals.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.