Divide a homework block into timed work chunks and breaks
When to use this goal
For students whose present levels show homework blocks that are either one exhausting sitting or endless breaks. For students who have a set homework time at home or in a support period. Present levels decide the chunk length.
- Baseline
- Observe two or three homework blocks and note how long the student works before stopping and how long breaks last. Use those numbers to set the first chunk and break lengths so the routine fits the student rather than a standard.
- Tips
- Score a step independent when done without adult cueing. The break length must be fixed and short enough to return from. For home use, the family marks the checklist. Lengthen the work chunk gradually after success.
- Limits
- Chunking is a support; some students will always need it, which is fine. Does not measure how much work was finished; pair with a completion goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-tm-010.
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Goal
By the annual IEP review date, at the start of a 45-minute homework block in a support period, the student will complete the chunking routine using a chunking card, performing at least 5 of 6 steps independently, on 4 of 5 consecutive homework blocks, as measured by a task-analysis checklist collected each homework block and summarized weekly.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 1 of 6 steps independently.
- Annual goal345 characters
- By the annual IEP review date, at the start of a 45-minute homework block in a support period, the student will complete the chunking routine using a chunking card, performing at least 5 of 6 steps independently, on 4 of 5 consecutive homework blocks, as measured by a task-analysis checklist collected each homework block and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a 45-minute homework block in a support period
- Behavior
- The student will complete the chunking routine using a chunking card
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive homework blocks
- Evaluation method
- A task-analysis checklist
- Schedule
- Each homework block and summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive homework blocks
- Collection schedule:
- each homework block and summarized weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a 45-minute homework block in a support period, the student will complete the chunking routine using a chunking card, performing at least 5 of 6 steps independently, on 4 of 5 consecutive homework blocks, as measured by a task-analysis checklist collected each homework block and summarized weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Lists the tasks for the block | ||||||||
| 2. Sets a timer for the first work chunk (for example, 15 minutes) | ||||||||
| 3. Works until the timer sounds | ||||||||
| 4. Takes a break of the agreed length and sets a timer for it | ||||||||
| 5. Returns to work when the break timer sounds | ||||||||
| 6. Repeats until the tasks are done or the block ends | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.