Set and run a work sprint timer
When to use this goal
For students who work in bursts and lose track of time, or who need short timed sprints to stay with work. Present levels, not grade, decide sprint length.
- Baseline
- Watch two work sessions with a timer on the desk and no coaching, and score which steps the student does. Also note how long the student works before stopping or drifting, since that sets a fair first sprint length.
- Tips
- Tally cards make data easy. Student choice of length builds ownership. Avoid ticking timers if sound bothers the student.
- Limits
- Measures use of the timer routine, not the quality or amount of work done in each sprint. Some students find timers stressful; offer a silent visual timer or a different strategy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-tm-031.
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Goal
By the annual IEP review date, during independent work time with a desk timer, the student will complete the work sprint timer routine, performing at least 4 of 5 steps independently, on 4 of 5 consecutive work sessions, as measured by a task-analysis checklist collected twice weekly.
Baseline: 1 of 5 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 5 steps independently.
- Annual goal285 characters
- By the annual IEP review date, during independent work time with a desk timer, the student will complete the work sprint timer routine, performing at least 4 of 5 steps independently, on 4 of 5 consecutive work sessions, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent work time with a desk timer
- Behavior
- The student will complete the work sprint timer routine
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive work sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice 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 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive work sessions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during independent work time with a desk timer, the student will complete the work sprint timer routine, performing at least 4 of 5 steps independently, on 4 of 5 consecutive work sessions, as measured by a task-analysis checklist collected twice 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. Chooses a sprint length from the card (5, 10, or 15 minutes) | ||||||||
| 2. Sets the timer and starts it | ||||||||
| 3. Works until the timer rings | ||||||||
| 4. Records the sprint on a tally card | ||||||||
| 5. Takes a short break or starts the next sprint | ||||||||
| 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: 4 of 5).
- 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.