Begin an assigned role after group work directions
When to use this goal
For students who sit back when group work begins and wait for peers to assign or do the work. Roles must be defined and posted. Consider social anxiety or language needs before choosing this goal.
- Baseline
- Observe several group tasks and note whether the student takes any role action in the first 2 minutes, and what peers do in response. Check that role cards exist and the student can read them.
- Tips
- Each group task with assigned roles is one opportunity. The first action must match the role (recorder writes the title, materials manager collects supplies). Talking about unrelated topics or watching peers does not count. Rotate roles so data are not about one role only.
- Limits
- Peers sometimes take over roles, which removes the opportunity; note it. Does not measure contribution quality across the whole task.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-016.
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Goal
By the annual IEP review date, after the teacher gives group work directions and roles are assigned, the student will begin the assigned role by taking the first listed action within 2 minutes independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during scheduled group work.
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 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
- 1 of 5 opportunities.
- Annual goal362 characters
- By the annual IEP review date, after the teacher gives group work directions and roles are assigned, the student will begin the assigned role by taking the first listed action within 2 minutes independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during scheduled group work.
- Timeframe
- By the annual IEP review date
- Condition
- After the teacher gives group work directions and roles are assigned
- Behavior
- The student will begin the assigned role by taking the first listed action within 2 minutes independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly during scheduled group work
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 weekly observations
- Collection schedule:
- weekly during scheduled group work
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, after the teacher gives group work directions and roles are assigned, the student will begin the assigned role by taking the first listed action within 2 minutes independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during scheduled group work.
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.