Write a first step and act on it
When to use this goal
For students who can do the work once started but stall when no one breaks it down for them, and who have used teacher-written first-step cards with success. Present levels, not grade, decide whether the student writes the step alone or picks from options first.
- Baseline
- For six multi-part tasks, ask the student to write a first step without help and note whether the step names a doable action and whether they acted on it within 2 minutes. Keep the sticky notes; they are the permanent product. Separate tasks the student finds easy from effortful ones.
- Tips
- A step counts when it is specific enough that a peer could do it (write my name and the date, read the first paragraph) and the student starts it within 2 minutes of writing it. Vague steps such as do the work or start do not count. Collect the sticky notes in a folder so data come from the work itself. Fade the sentence frame once steps are concrete on most tasks.
- Limits
- Measures the first step only, not whether later steps follow. Students who write a step and then copy a peer's start are hard to score; note it. Pair with a planning goal (ef-pl-001) for long assignments.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-020.
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Goal
By the annual IEP review date, when assigned a task with three or more parts during independent work time, the student will write one concrete first action on a sticky note (such as read question 1 or list three facts) and carry it out within 2 minutes independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 6 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
- 1 of 6 opportunities.
- Annual goal407 characters
- By the annual IEP review date, when assigned a task with three or more parts during independent work time, the student will write one concrete first action on a sticky note (such as read question 1 or list three facts) and carry it out within 2 minutes independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When assigned a task with three or more parts during independent work time
- Behavior
- The student will write one concrete first action on a sticky note (such as read question 1 or list three facts) and carry it out within 2 minutes independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when assigned a task with three or more parts during independent work time, the student will write one concrete first action on a sticky note (such as read question 1 or list three facts) and carry it out within 2 minutes independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice 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 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.