Put first words down for a writing prompt
When to use this goal
For students who sit with a blank page for much of a writing block but write once a few words are down. Writing ability itself should be within reach; if spelling or handwriting is the barrier, add speech-to-text or a scribe first. Present levels decide the starting latency.
- Baseline
- Time from the start direction to the third related word on the page for five writing prompts of different types (narrative, opinion, content-area response). Note what the student does while delayed: erasing, looking around, asking to leave.
- Tips
- Three related words is a low, clear bar on purpose; the goal is breaking the blank-page freeze. Words can be a list, a phrase, or a sentence. Record the time on the paper margin so the work sample holds the data. Fade the sentence starter by moving to a word bank, then nothing.
- Limits
- Does not measure how much or how well the student writes; pair with a written expression goal. Speech-to-text changes the task; record which mode was used each time.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-024.
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Goal
By the annual IEP review date, after the teacher posts a writing prompt and says to begin writing, the student will begin writing by putting at least three words related to the prompt on the page or screen independently within 2 minutes, on 4 of 5 consecutive writing prompts, as measured by latency recording collected twice weekly.
Baseline: 9 minutes.
- 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. Latency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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
- 9 minutes.
- Annual goal333 characters
- By the annual IEP review date, after the teacher posts a writing prompt and says to begin writing, the student will begin writing by putting at least three words related to the prompt on the page or screen independently within 2 minutes, on 4 of 5 consecutive writing prompts, as measured by latency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After the teacher posts a writing prompt and says to begin writing
- Behavior
- The student will begin writing by putting at least three words related to the prompt on the page or screen independently
- Criteria
- Within 2 minutes, on 4 of 5 consecutive writing prompts
- Evaluation method
- Latency recording
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 2 minutes
- Mastery rule:
- on 4 of 5 consecutive writing prompts
- Collection schedule:
- twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, after the teacher posts a writing prompt and says to begin writing, the student will begin writing by putting at least three words related to the prompt on the page or screen independently within 2 minutes, on 4 of 5 consecutive writing prompts, as measured by latency recording collected twice weekly.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (minutes) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in minutes. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.