Mark the stopping point before an interruption
When to use this goal
For students whose present levels show restarting tasks from the beginning, or not at all, after an interruption such as a pull-out service, a fire drill, or the end of class. Present levels, not grade, decide the support.
- Baseline
- Check the work after five interruptions and note whether the stopping point was marked and whether the student resumed at the right place. Collect over at least two weeks, since interruptions are uneven.
- Tips
- The work folder is the data source; marks can be checked later. A note naming the next step is the strongest form. Pair with ef-ti-012 when getting back to work is also slow.
- Limits
- Unplanned interruptions do not leave time to mark; score only those with at least 30 seconds of warning. Does not measure how quickly work resumes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-030.
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Goal
By the annual IEP review date, when work is interrupted by the end of class, a pull-out service, or an announcement, the student will mark the stopping point with a sticky arrow, a highlight, or a one-line note naming the next step before leaving the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice per week.
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 Working Memory Strategies.
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 - Working Memory Strategies
- Baseline
- 1 of 5 opportunities.
- Annual goal391 characters
- By the annual IEP review date, when work is interrupted by the end of class, a pull-out service, or an announcement, the student will mark the stopping point with a sticky arrow, a highlight, or a one-line note naming the next step before leaving the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice per week.
- Timeframe
- By the annual IEP review date
- Condition
- When work is interrupted by the end of class, a pull-out service, or an announcement
- Behavior
- The student will mark the stopping point with a sticky arrow, a highlight, or a one-line note naming the next step before leaving the task independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Twice per week
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
- Collection schedule:
- twice per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when work is interrupted by the end of class, a pull-out service, or an announcement, the student will mark the stopping point with a sticky arrow, a highlight, or a one-line note naming the next step before leaving the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice per week.
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.