Focus Steps Goal Guide
Focus Steps Goal Guide
Individualized Education Program (IEP) • Task Engagement & Attention
Preschool (Ages 3–5)
Student: ________________
IEP Date: ________________
Target Date: ________________
Case Manager: ________________
Operational Definition: "Stay With Activity"
Active Engagement (On-Task)
Eyes focused on speaker/materials; hands manipulating task items; responding verbally/non-verbally to directions; remaining seated or in defined classroom work area.
Disengaged Behavior (Off-Task)
Leaving task area without permission; manipulating off-task objects for >10s; staring away for >15s despite cueing; pushing away materials or disruptive refusal behaviors.
Annual Measurable IEP Goal Target: 10 Min • ≤1 Prompt • 80% Success
By June 2027, when presented with a structured teacher-directed or independent classroom activity (e.g., circle time, sensory center, tabletop task, art), the student will remain actively engaged and on-task for at least 10 consecutive minutes, requiring no more than one indirect visual or verbal prompt, across 4 out of 5 consecutive sessions in 3 consecutive weeks, as measured by teacher duration tracking and observational data.
Progressive Short-Term Benchmarks & Objectives
Gradual increase in duration + systematic prompt fading
1
Benchmark 1: 3 Minutes with Moderate Support Target: Q1
Student will sustain active engagement in an adult-led or chosen activity for 3 continuous minutes with ≤3 direct verbal/visual prompts across 4 of 5 sessions.
2
Benchmark 2: 5 Minutes with Visual & Gestural Support Target: Q2
Student will sustain active engagement in structured table or floor activities for 5 continuous minutes with ≤2 visual or gestural prompts across 4 of 5 sessions.
3
Benchmark 3: 8 Minutes with Minimal Cueing Target: Q3
Student will sustain active engagement in small groups and independent centers for 8 continuous minutes with ≤1 indirect prompt across 4 of 5 sessions.
4
Benchmark 4: 10 Minutes with Routine Classroom Supports (Mastery) Target: Q4
Student will sustain active engagement and complete developmentally appropriate tasks for 10 continuous minutes relying solely on universal classroom environmental cues across 4 of 5 sessions.
Evidence-Based Accommodations
- Visual Timers: Visual countdown timer within student's direct view.
- First-Then Board: Pair non-preferred task with preferred reinforcer.
- Alternative Seating: Cube chair, wobble cushion, or defined tape box.
- Chunked Tasks: Break multi-step activities into 2–3 visual tokens.
Prompt Fading Hierarchy
I Independent: Universal routine cues only.
V/G Visual/Gestural: Point to timer, picture cue, or task.
VP Verbal Prompt: "Check your work", "Eyes on the toy".
PP Physical Prompt: Gentle hand guidance back to task.
Data Tool: Focus Steps Tracking Sheet
Frequency: 3+ sessions weekly (teacher-directed & independent)
Review: Quarterly IEP progress updates
Focus Steps Tracking Sheet
Focus Steps Tracking Sheet
IEP Progress Monitoring • Duration, Prompts & Activity Engagement
Target Goal: 10 Min • ≤1 Prompt
Preschool / SpEd
Student: ________________
Week Of: ________________
Target Bench: Q1 [3m] • Q2 [5m] • Q3 [8m] • Q4 [10m]
Observer(s): ________________
Observation Coding Key Record at least 3–5 sessions per week across diverse activities
Context: TD = Teacher-Directed | IND = Independent Task
Prompts: I (0 prompts) | V (Visual) | G (Gestural) | VP (Verbal) | PP (Physical)
Completed?: Y = Full | P = Partial | N = Refusal/Left Early
| Date / Time | Activity / Subject | Type | Target Time | Duration Kept | Prompts Used | Met Goal? | Observational Notes / Triggers |
|---|
| ___ / ___:___ | | TD / IND | ___ min | ___ min | I • V • G • VP • PP | Y / N / P | |
| ___ / ___:___ | | TD / IND | ___ min | ___ min | I • V • G • VP • PP | Y / N / P | |
| ___ / ___:___ | | TD / IND | ___ min | ___ min | I • V • G • VP • PP | Y / N / P | |
| ___ / ___:___ | | TD / IND | ___ min | ___ min | I • V • G • VP • PP | Y / N / P | |
| ___ / ___:___ | | TD / IND | ___ min | ___ min | I • V • G • VP • PP | Y / N / P | |
| ___ / ___:___ | | TD / IND | ___ min | ___ min | I • V • G • VP • PP | Y / N / P | |
| ___ / ___:___ | | TD / IND | ___ min | ___ min | I • V • G • VP • PP | Y / N / P | |
| ___ / ___:___ | | TD / IND | ___ min |
