Pause and plan before starting an assignment
When to use this goal
For upper elementary students who jump into assignments without reading the directions or making a plan, then redo work. Present levels decide fit. Pause-and-plan is a short routine: read, name the first step, then start.
- Baseline
- Watch 5 or more starts: whether directions were read and a first step named. Look at the work for signs of misread directions. Write an operational definition first (what counts as the impulsive response and what counts as using the strategy), and teach and practice the strategy before measuring it.
- Tips
- The underlines are a permanent product to score. Keep the routine under a minute. Score each start as met or not.
- Limits
- Does not measure the quality of the plan. Planning skills for long projects belong in planning goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-015.
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Goal
By the annual IEP review date, when starting an independent assignment with written directions, the student will read the directions, underline the key words, and write or say the first step before starting independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily.
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 Impulse Control & Inhibition.
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 - Impulse Control & Inhibition
- Baseline
- 1 of 5 opportunities.
- Annual goal333 characters
- By the annual IEP review date, when starting an independent assignment with written directions, the student will read the directions, underline the key words, and write or say the first step before starting independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- When starting an independent assignment with written directions
- Behavior
- The student will read the directions, underline the key words, and write or say the first step before starting independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily
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:
- daily
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when starting an independent assignment with written directions, the student will read the directions, underline the key words, and write or say the first step before starting independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily.
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.