Continue working on a job task without prompts
When to use this goal
For students who can do the task but stop after a minute or two and wait, look around, or leave the station until a supervisor redirects them. Duration data from present levels set the starting target; many students begin under five minutes.
- Baseline
- Time from the start of work to the first stop longer than 30 seconds or the first supervisor prompt, on 3 work periods. Record what ended the work (looked around, left, asked a question); questions are not stops. Use a mastered task so the data show persistence, not difficulty.
- Tips
- Define a stop in writing (30 seconds off task). Build the work interval gradually and keep breaks scheduled (fn-voc-013) so stopping is not the only way to get a break. Fade the timer by moving it out of sight.
- Limits
- Duration on a repetitive task may not transfer to a harder task. Supervisors who hover give prompts without noticing; train them to stay back during data collection.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-007.
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Goal
By the annual IEP review date, during a work period at a familiar task station with a supervisor in the room but not at the station, the student will independently continue working on the assigned task without a supervisor prompt for at least 20 minutes, on 4 of 5 consecutive work periods, as measured by duration recording collected at each work period (at least three per week).
Baseline: 3 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 Vocational & Work 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
- Transition & Postsecondary Skills - Vocational & Work Readiness
- Baseline
- 3 minutes.
- Annual goal381 characters
- By the annual IEP review date, during a work period at a familiar task station with a supervisor in the room but not at the station, the student will independently continue working on the assigned task without a supervisor prompt for at least 20 minutes, on 4 of 5 consecutive work periods, as measured by duration recording collected at each work period (at least three per week).
- Timeframe
- By the annual IEP review date
- Condition
- During a work period at a familiar task station with a supervisor in the room but not at the station
- Behavior
- The student will independently continue working on the assigned task without a supervisor prompt
- Criteria
- For at least 20 minutes, on 4 of 5 consecutive work periods
- Evaluation method
- Duration recording
- Schedule
- At each work period (at least three per week)
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 20 minutes
- Mastery rule:
- on 4 of 5 consecutive work periods
- Collection schedule:
- at each work period (at least three per week)
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a work period at a familiar task station with a supervisor in the room but not at the station, the student will independently continue working on the assigned task without a supervisor prompt for at least 20 minutes, on 4 of 5 consecutive work periods, as measured by duration recording collected at each work period (at least three per week).
| 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 (20 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.