Start a long-term assignment within two days of receiving it
When to use this goal
For students whose present levels show projects and papers untouched until the night before. For students who can plan a first step with a template; if planning itself is the gap, pair with a planning goal.
- Baseline
- Review the last several long-term assignments with teachers and the platform's timestamps: when was it assigned, when did any work first appear? Ask the student what they did on the first two days. Confirm the first product is something the student can do alone.
- Tips
- Each long-term assignment is one opportunity. A first product must be visible (a document with content, a written outline, a saved list of sources). Opening a blank document does not count. Agree with teachers which products count.
- Limits
- Long-term assignments are few, so data accumulate over a semester, not weeks. Starting early does not guarantee finishing; pair with a checkpoint goal. Platform timestamps can be misleading if work was done on paper.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-011.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when assigned a project, paper, or other assignment due in 1 to 4 weeks, the student will begin the assignment by producing a first product (a topic choice, outline, list of sources, or opening paragraph) within 2 school days independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected for each long-term assignment and summarized each grading period.
Baseline: 0 of 4 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 Task Initiation.
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 - Task Initiation
- Baseline
- 0 of 4 opportunities.
- Annual goal465 characters
- By the annual IEP review date, when assigned a project, paper, or other assignment due in 1 to 4 weeks, the student will begin the assignment by producing a first product (a topic choice, outline, list of sources, or opening paragraph) within 2 school days independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected for each long-term assignment and summarized each grading period.
- Timeframe
- By the annual IEP review date
- Condition
- When assigned a project, paper, or other assignment due in 1 to 4 weeks
- Behavior
- The student will begin the assignment by producing a first product (a topic choice, outline, list of sources, or opening paragraph) within 2 school days independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive grading periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- For each long-term assignment and summarized each grading period
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive grading periods
- Collection schedule:
- for each long-term assignment and summarized each grading period
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when assigned a project, paper, or other assignment due in 1 to 4 weeks, the student will begin the assignment by producing a first product (a topic choice, outline, list of sources, or opening paragraph) within 2 school days independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected for each long-term assignment and summarized each grading period.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.