Pause an unfinished task when asked and resume it later
When to use this goal
For students who cannot stop a task before it is finished (one more problem, one more page), causing late transitions. Fits any task that can be resumed.
- Baseline
- Log interruptions of unfinished tasks and record how long the student took to stop and whether the task was resumed. Planned pauses (stop for 5 minutes, then continue) with a timer build practice safely.
- Tips
- Each interruption is one opportunity. Met means stopping within 1 minute, marking the place (a sticky note, a bookmark, a saved file), and resuming at the planned time. The resume time must be real; broken promises make the next pause harder.
- Limits
- Tasks that cannot be resumed (a timed test) are a different situation. Fire drills are not a fair time to collect data on anything.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-017.
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Goal
By the annual IEP review date, when asked to stop an unfinished task for a transition, with a plan to resume it later, the student will stop within 1 minute, mark the place, and resume the task at the planned time independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each interrupted task and summarized weekly.
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 Cognitive Flexibility.
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 - Cognitive Flexibility
- Baseline
- 1 of 5 opportunities.
- Annual goal378 characters
- By the annual IEP review date, when asked to stop an unfinished task for a transition, with a plan to resume it later, the student will stop within 1 minute, mark the place, and resume the task at the planned time independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each interrupted task and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When asked to stop an unfinished task for a transition, with a plan to resume it later
- Behavior
- The student will stop within 1 minute, mark the place, and resume the task at the planned time independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Each interrupted task and summarized weekly
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:
- across 3 consecutive weeks
- Collection schedule:
- each interrupted task and summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when asked to stop an unfinished task for a transition, with a plan to resume it later, the student will stop within 1 minute, mark the place, and resume the task at the planned time independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each interrupted task and summarized weekly.
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.