Read a start-up script, then begin
When to use this goal
For students who freeze before tasks they see as hard and benefit from a short coping script (I can do the first one, then check). The script is chosen with the student. Present levels and the student's own description of the freeze decide fit.
- Baseline
- Before teaching the script, record five hard-task starts: whether the student began within 1 minute and what they said or did first. After teaching, record script use and the start. The difficulty check (easy, medium, hard) tells you which tasks count.
- Tips
- Let the student write the script in their own words. Whispering is enough; older students may read it silently and tap the card, which counts. Both parts must happen: the script and a first answer within 1 minute. This goal fits well with counseling or school psychology support for worry.
- Limits
- Silent self-talk cannot be observed; the tap or whisper stands in for it. If freezes come with strong distress, the regulation plan comes first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-038.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when given an independent task the student rated as hard on a quick difficulty check, the student will whisper or read the chosen start-up script from a desk card and then write a first answer 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 goal382 characters
- By the annual IEP review date, when given an independent task the student rated as hard on a quick difficulty check, the student will whisper or read the chosen start-up script from a desk card and then write a first answer 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 given an independent task the student rated as hard on a quick difficulty check
- Behavior
- The student will whisper or read the chosen start-up script from a desk card and then write a first answer 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 given an independent task the student rated as hard on a quick difficulty check, the student will whisper or read the chosen start-up script from a desk card and then write a first answer 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.