Judge whether a task fits the time left
When to use this goal
For students who start long tasks with two minutes left, or waste 15 minutes because they think nothing fits. Present levels, not grade, decide fit.
- Baseline
- Note five moments with leftover time (5 to 15 minutes) and record what the student did: started a fitting task, started a task too long to finish, or did nothing. Ask the student how they decided.
- Tips
- A short-task list (vocabulary review, independent reading, organizing the binder) makes small chunks of time useful. Count a match when the choice fits the time left, using the student's own estimate as the guide. Talk through mismatches briefly; they teach estimation.
- Limits
- Whether a task fits the time is a judgment call; agree on a simple rule (the estimate is no more than the time left) so observers score it the same way. Does not measure work quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-tm-033.
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Goal
By the annual IEP review date, when the student finishes a task with some class time left, the student will check the time left, compare it with an estimate for the next task, and either start that task or choose a shorter one independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected twice 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 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 opportunities.
- Annual goal368 characters
- By the annual IEP review date, when the student finishes a task with some class time left, the student will check the time left, compare it with an estimate for the next task, and either start that task or choose a shorter one independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student finishes a task with some class time left
- Behavior
- The student will check the time left, compare it with an estimate for the next task, and either start that task or choose a shorter one independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Direct observation
- Schedule
- Twice 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:
- across 3 consecutive weeks of data
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the student finishes a task with some class time left, the student will check the time left, compare it with an estimate for the next task, and either start that task or choose a shorter one independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected twice 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.