Finish the current step after a two-minute warning
When to use this goal
For children who start something new or keep going after a time warning and then cannot stop when time is up. For children who have a visual or spoken warning routine.
- Baseline
- Give the standard warning before several transitions and record what the child does in the 2 minutes: finishes, starts a new piece, ignores it, or protests at the signal. Note which activities are hardest to leave.
- Tips
- Each warning is one opportunity. Met means the child does not begin a new piece or page after the warning and stops within about 10 seconds of the end signal. Use the same words for the warning every time. Teach what wrapping up looks like for each activity (finish this puzzle piece, write to the end of the line).
- Limits
- Preferred activities will always be harder to leave; log which activity was involved. Does not measure the quality of the transition itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-tm-007.
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Goal
By the annual IEP review date, when a 2-minute warning is given before the end of free play or centers, the student will independently finish or pause the current step and stop at the end signal without starting a new step in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily and summarized weekly.
Baseline: 2 of 6 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 Time Management.
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 - Time Management
- Baseline
- 2 of 6 opportunities.
- Annual goal357 characters
- By the annual IEP review date, when a 2-minute warning is given before the end of free play or centers, the student will independently finish or pause the current step and stop at the end signal without starting a new step in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a 2-minute warning is given before the end of free play or centers
- Behavior
- The student will independently finish or pause the current step and stop at the end signal without starting a new step
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily and 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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily and summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a 2-minute warning is given before the end of free play or centers, the student will independently finish or pause the current step and stop at the end signal without starting a new step in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily and 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 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.