Reduce trips out of the seat before starting
When to use this goal
For students who leave the seat to sharpen a pencil, get water, or visit the restroom right after independent work is assigned, delaying the start. Rule out real needs (restroom access, thirst after recess) first. Present levels decide the baseline count.
- Baseline
- Tally each errand trip before the first answer is written for five work periods. Record the errand type; a pattern (always the pencil) often has an easy fix. Exclude trips the student's health plan allows.
- Tips
- This is a reduction goal; pair it with a start goal such as ef-ti-001 so the student is taught what to do instead. The errand-after card keeps every real need available once the first answer is down. Never limit restroom access.
- Limits
- Does not count other delay behaviors (staring, chatting). Restroom requests may be medical; always honor them and note them separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-037.
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Goal
By the annual IEP review date, during a 20-minute independent work period, from the direction to begin until the first answer is written, the student will reduce leaving the seat for an errand (pencil, water, tissue, restroom request) before writing a first answer to no more than 1 time per 20-minute independent work period, with a materials-ready check before the work period, on 4 of 5 observed work periods, as measured by frequency recording collected three times per week.
Baseline: 4 times per 20-minute independent work period.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 4 times per 20-minute independent work period.
- Annual goal479 characters
- By the annual IEP review date, during a 20-minute independent work period, from the direction to begin until the first answer is written, the student will reduce leaving the seat for an errand (pencil, water, tissue, restroom request) before writing a first answer to no more than 1 time per 20-minute independent work period, with a materials-ready check before the work period, on 4 of 5 observed work periods, as measured by frequency recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute independent work period, from the direction to begin until the first answer is written
- Behavior
- The student will reduce leaving the seat for an errand (pencil, water, tissue, restroom request) before writing a first answer, with a materials-ready check before the work period
- Criteria
- No more than 1 time per 20-minute independent work period, on 4 of 5 observed work periods
- Evaluation method
- Frequency recording
- Schedule
- Three times per week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 1 time per 20-minute independent work period
- Mastery rule:
- on 4 of 5 observed work periods
- Collection schedule:
- three times per week
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute independent work period, from the direction to begin until the first answer is written, the student will reduce leaving the seat for an errand (pencil, water, tissue, restroom request) before writing a first answer to no more than 1 time per 20-minute independent work period, with a materials-ready check before the work period, on 4 of 5 observed work periods, as measured by frequency recording collected three times per week.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute independent work period.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.