Name the first step, then do it
When to use this goal
For young students who wait for an adult to show them what to do first even on familiar tasks. The student should be able to do each part of the task; present levels decide whether the first step is said aloud, pointed to on a picture, or signed.
- Baseline
- Observe five familiar tasks across a week. Record whether the student names or shows a first step without being asked, after the question, or only with the picture card, and whether they begin within 1 minute. Use only tasks the student has done before.
- Tips
- Teach a short first-step script (name, then number one, then go) with the same words each time. Accept any communication mode. Score both parts: naming a first step that fits the task and starting it within 1 minute. Fade the question by waiting 10 seconds before asking it.
- Limits
- Young students may name a step and then wander; add an engagement goal if that is the pattern. Does not apply to new tasks the student has never seen, where a model is the right support.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-021.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when a familiar worksheet or center task is handed out with the direction to begin, the student will say, sign, or point to the first thing to do and then begin it within 1 minute independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily, summarized weekly.
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 goal353 characters
- By the annual IEP review date, when a familiar worksheet or center task is handed out with the direction to begin, the student will say, sign, or point to the first thing to do and then begin it within 1 minute independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a familiar worksheet or center task is handed out with the direction to begin
- Behavior
- The student will say, sign, or point to the first thing to do and then begin it within 1 minute independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Daily, summarized 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 4 of 5 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a familiar worksheet or center task is handed out with the direction to begin, the student will say, sign, or point to the first thing to do and then begin it within 1 minute independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily, 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. Sheets print blank; no student data is stored.