Outline a timed essay without delay
When to use this goal
For high school students who lose much of an on-demand or timed essay period before writing anything, then run out of time. The student should know a basic outline format. Present levels, not grade, decide the latency target and the outline format.
- Baseline
- Use practice timed essays in class. Have the student write the clock time in the margin when they start the outline, and the teacher record the prompt time. Collect at least four. Note whether the delay is rereading the prompt, choosing a side, or blanking.
- Tips
- The outline is the permanent product; the time written beside it makes data collection free. Practice with low-stakes prompts first. Fade the outline box once the student draws one without being reminded. Extended time accommodations do not change the start target.
- Limits
- Does not measure essay quality; pair with a written expression rubric goal. Test anxiety may drive delays; if so, add a calming routine (see ef-ss-015).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-030.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when a timed essay prompt is handed out and the timer starts, the student will begin planning by writing a thesis or claim and at least two supporting points on the planning page independently within 3 minutes, on 3 of 4 consecutive timed writing tasks, as measured by latency recording collected every two weeks.
Baseline: 10 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
- 10 minutes.
- Annual goal344 characters
- By the annual IEP review date, when a timed essay prompt is handed out and the timer starts, the student will begin planning by writing a thesis or claim and at least two supporting points on the planning page independently within 3 minutes, on 3 of 4 consecutive timed writing tasks, as measured by latency recording collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When a timed essay prompt is handed out and the timer starts
- Behavior
- The student will begin planning by writing a thesis or claim and at least two supporting points on the planning page independently
- Criteria
- Within 3 minutes, on 3 of 4 consecutive timed writing tasks
- Evaluation method
- Latency recording
- Schedule
- Every two weeks
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 3 minutes
- Mastery rule:
- on 3 of 4 consecutive timed writing tasks
- Collection schedule:
- every two weeks
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when a timed essay prompt is handed out and the timer starts, the student will begin planning by writing a thesis or claim and at least two supporting points on the planning page independently within 3 minutes, on 3 of 4 consecutive timed writing tasks, as measured by latency recording collected every two weeks.
| 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.