Ask for more time to finish an activity
When to use this goal
For young children who get upset when an activity ends before they finish, or who work slowly and are often rushed. Present levels and communication mode, not age, decide fit. Speech, sign, a "more time" picture, or a device button all count.
- Baseline
- For a week, note each time an activity ends before the child finishes and what the child does (keeps going, protests, leaves it, asks). Ask the family how the child asks to keep going at home.
- Tips
- Give more time when you can. When you can't, say when they can finish ("after lunch") so asking still gets a response. Pair with a waiting or transition goal if endings are hard.
- Limits
- Adults decide whether time is available, so the goal counts asking, not getting more time. Children who finish quickly will have few opportunities.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-050.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when an adult gives a 1-minute warning before an activity ends and they have not finished, the student will ask for more time by saying, signing, showing the "more time" card, or pressing a device button independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during center and table times.
Baseline: 0 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. Opportunity (trial) recording 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 Self-Advocacy.
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
- Social-Emotional & Communication - Self-Advocacy
- Baseline
- 0 of 5 opportunities.
- Annual goal419 characters
- By the annual IEP review date, when an adult gives a 1-minute warning before an activity ends and they have not finished, the student will ask for more time by saying, signing, showing the "more time" card, or pressing a device button independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during center and table times.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult gives a 1-minute warning before an activity ends and they have not finished
- Behavior
- The student will ask for more time by saying, signing, showing the "more time" card, or pressing a device button independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during center and table times
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 data collection days
- Collection schedule:
- daily during center and table times
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an adult gives a 1-minute warning before an activity ends and they have not finished, the student will ask for more time by saying, signing, showing the "more time" card, or pressing a device button independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during center and table times.
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.