Use a start-up strategy when unsure how to begin
Live goal preview
By the annual IEP review date, during independent work when a task is new or its directions are unclear to the student, the student will use one start-up strategy from a posted menu (reread the directions, check the example, or ask a specific question) and then begin the task independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by opportunity-by-opportunity data collected during independent work periods and summarized weekly.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce opportunities data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Task Initiation.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students whose present levels show they stall when a task is unfamiliar or unclear but can begin once the confusion is resolved. Instructional level and observed patterns, not grade, decide fit.
- Baseline considerations
- Identify opportunities as moments when the student has not started within 1 minute on a new or unclear task. Record what the student does in those moments (waits, leaves the area, asks a general "I don't get it" question, starts guessing). Teach the strategies before collecting goal data.
- Usage notes
- Use when confusion, not avoidance, drives the delay. A specific question names the part that is unclear ("Do I answer in full sentences?"), as opposed to "I don't get it." Score an opportunity as met when the student uses a strategy and then makes a first response on the task.
- Known limitations
- Opportunities depend on task novelty, so counts vary week to week; report the proportion if fewer than 5 opportunities occur. Does not address delays caused by task avoidance when the student understands the work.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ef-ti-004.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Opportunity tracker. Your goal counts opportunities, so the sheet has 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 weekly summaries
- Collection schedule:
- during independent work periods and summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during independent work when a task is new or its directions are unclear to the student, the student will use one start-up strategy from a posted menu (reread the directions, check the example, or ask a specific question) and then begin the task independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by opportunity-by-opportunity data collected during independent work periods 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.