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Functional domain

Attention & On-Task Behavior IEP goals

Attention goals describe exactly what on-task looks like for this student in this setting (eyes on the speaker, materials out, writing or responding) and measure it with interval recording. Pair the goal with the strategy being taught, such as self-monitoring, so the team can see whether the student is building independence.

Common measurability defects

  • Writing "will pay attention" or "will stay focused" without an operational definition of on-task behavior.
  • Using a percent criterion without stating the observation length, interval method or how many observations are collected.
  • Observing only in the setting where the student does best, so the data never shows performance in the hardest class period.
  1. 01Grades K-2OHI

    Baseline

    In kindergarten, during 15-minute carpet lessons, is seated in the assigned spot with body facing the teacher in 35% of 30-second intervals (median of 5 observations). Leaves the carpet 3 times per lesson on average.

    Annual goal

    By [annual review date], during 15-minute whole-group carpet lessons, the student will remain in the assigned spot with body facing the teacher or materials and respond when called on in at least 80% of 30-second intervals, with no more than 1 time leaving the carpet, on 4 of 5 consecutive weekly observations.

    Measured by: Weekly 15-minute partial-interval observations (30-second intervals) by the special education teacher or school psychologist during carpet time. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will be on task in 50% of intervals using a carpet spot marker and a wiggle cushion.
    2. By the end of the second grading period, the student will be on task in 65% of intervals and leave the carpet 2 or fewer times.
    3. By the end of the third grading period, the student will be on task in 75% of intervals and leave the carpet 1 or fewer times.
  2. 02Grades K-2Autism

    Baseline

    In 2nd grade, orients to the teacher or shared materials during whole-group instruction in 30% of 20-second momentary time samples, and engages in repetitive object play during the remaining intervals.

    Annual goal

    By [annual review date], during 20-minute whole-group lessons, the student will look toward the speaker or shared materials, keep hands on lesson materials or in lap and follow group directions in at least 80% of 20-second momentary time samples on 4 of 5 consecutive weekly observations.

    Measured by: Weekly 20-minute momentary time sampling observations by the special education teacher or BCBA, with interobserver agreement collected on 20% of sessions. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will be engaged in 45% of samples with a fidget item and first-then visual.
    2. By the end of the second grading period, the student will be engaged in 60% of samples.
    3. By the end of the third grading period, the student will be engaged in 70% of samples with the first-then visual faded to a desk card.
  3. 03Grades 3-5OHI

    Baseline

    In 3rd grade, during 20-minute independent math and literacy work, is academically engaged (writing, reading, manipulating materials or asking a task question) in 45% of 30-second momentary time samples (median of 6 observations).

    Annual goal

    By [annual review date], during 20-minute independent work periods in math and literacy, the student will be academically engaged in at least 85% of 30-second momentary time samples on 4 of 5 consecutive weekly observations.

    Measured by: Weekly 20-minute momentary time sampling observations alternating math and literacy, recorded by the special education teacher or paraprofessional. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will be engaged in 60% of samples using a chunked task card with 3 sections.
    2. By the end of the second grading period, the student will be engaged in 70% of samples.
    3. By the end of the third grading period, the student will be engaged in 80% of samples.
  4. 04Grades 3-5ED

    Baseline

    In 5th grade, completes 35% of assigned independent classwork items across ELA, math and science, with 85% accuracy on completed items, over a 3-week review. Puts head down or wanders during the rest of the work time.

    Annual goal

    By [annual review date], during independent classwork periods, the student will complete at least 85% of assigned items with at least 80% accuracy on 4 of 5 consecutive school days, as measured each week.

    Measured by: Daily work completion and accuracy recorded by classroom teachers on a shared tracking sheet, summarized weekly by the special education teacher and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will complete 55% of assigned items with 80% accuracy on 3 of 5 days.
    2. By the end of the second grading period, the student will complete 70% of assigned items with 80% accuracy on 3 of 5 days.
    3. By the end of the third grading period, the student will complete 80% of assigned items with 80% accuracy on 4 of 5 days.
  5. 05Grades 6-8OHI

    Baseline

    In 6th grade, on task in 50% of 1-minute intervals during 40-minute core classes (median of 6 observations). Does not use any self-monitoring tool.

    Annual goal

    By [annual review date], using a vibrating interval timer and a self-monitoring form, the student will be on task in at least 85% of 1-minute intervals during 40-minute core classes, with at least 80% agreement between the student's ratings and an adult observer, on 4 of 5 consecutive weekly observations.

    Measured by: Weekly 40-minute momentary time sampling observations by the special education co-teacher, compared with the student's self-monitoring form for agreement. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will complete the self-monitoring form in 4 of 5 observed classes and be on task in 62% of intervals.
    2. By the end of the second grading period, the student will be on task in 72% of intervals with 70% rating agreement.
    3. By the end of the third grading period, the student will be on task in 80% of intervals with 80% rating agreement.
  6. 06Grades 9-12ED

    Baseline

    In 10th grade, on task in 40% of 2-minute intervals during 50-minute English and biology classes. Uses a phone for non-class purposes in 45% of intervals despite verbal redirection.

    Annual goal

    By [annual review date], during 50-minute core classes, the student will follow the classroom phone plan and be on task (attending to instruction, working on the assigned task or participating in discussion) in at least 80% of 2-minute intervals on 4 of 5 consecutive weekly observations.

    Measured by: Weekly 50-minute momentary time sampling observations (2-minute intervals) by the special education case manager, rotating across core classes. Phone use coded separately. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will be on task in 55% of intervals with phone use in 25% or fewer.
    2. By the end of the second grading period, the student will be on task in 65% of intervals with phone use in 15% or fewer.
    3. By the end of the third grading period, the student will be on task in 75% of intervals with phone use in 10% or fewer.
Phonics & DecodingReading FluencyReading ComprehensionVocabularyWritten ExpressionSpellingMath CalculationMath Problem Solving

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