Remain at a table activity until it is finished
When to use this goal
For children who sit for a table activity (puzzle, art, fine-motor task) for less than a minute and then leave. Duration data on several activities decide the starting target; the activity should be one the child can do.
- Baseline
- Time from sitting down to the first time the child leaves the chair or stops engaging for more than 30 seconds, across 3 to 5 activities. Note the activity; art may hold the child far longer than a worksheet-like task, and the goal should use the kind of task the classroom expects.
- Tips
- Define engaging in writing (hands on the materials, working toward the task). Make the activity end on a clear signal (timer or last piece) so the child knows what finished means. Build time by adding one minute at a time.
- Limits
- Staying at the table is not the same as doing the task well; add an accuracy measure if needed. A chair that fits and feet on the floor matter; ask the OT if the child slides off.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-008.
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Goal
By the annual IEP review date, during a teacher-led table activity in a small group of 3 to 4 children, the student will remain seated at the table and engage with the activity independently for at least 6 minutes, on 4 of 5 consecutive table activities, as measured by duration recording collected daily during one table activity.
Baseline: 1 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Preschool & Kindergarten Readiness.
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
- Functional & Independence Skills - Preschool & Kindergarten Readiness
- Baseline
- 1 minutes.
- Annual goal331 characters
- By the annual IEP review date, during a teacher-led table activity in a small group of 3 to 4 children, the student will remain seated at the table and engage with the activity independently for at least 6 minutes, on 4 of 5 consecutive table activities, as measured by duration recording collected daily during one table activity.
- Timeframe
- By the annual IEP review date
- Condition
- During a teacher-led table activity in a small group of 3 to 4 children
- Behavior
- The student will remain seated at the table and engage with the activity independently
- Criteria
- For at least 6 minutes, on 4 of 5 consecutive table activities
- Evaluation method
- Duration recording
- Schedule
- Daily during one table activity
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 6 minutes
- Mastery rule:
- on 4 of 5 consecutive table activities
- Collection schedule:
- daily during one table activity
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a teacher-led table activity in a small group of 3 to 4 children, the student will remain seated at the table and engage with the activity independently for at least 6 minutes, on 4 of 5 consecutive table activities, as measured by duration recording collected daily during one table activity.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (6 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.