Stop the activity at the class attention signal
When to use this goal
For students who keep talking or working after the class attention signal (a clap pattern, a chime, a call-and-response). Measures latency from the signal to stopping. Base the choice on timed signals. Group directions after the signal are in following-adult-directions.
- Baseline
- Time 10 signals from the end of the signal to the student's stopping and turning. Record 30 seconds if the student does not respond. Compare with the class average; a signal that most of the class ignores is a class management issue, not a student goal.
- Tips
- Practice the signal as a game with the whole class so the student is not singled out. Reinforce the first students to respond, including this student when they are among them. Use the same signal everywhere the class goes.
- Limits
- Latencies under 5 seconds are hard to time by hand; accept 5 seconds as the floor. Does not measure whether the student then listens to what follows.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-012.
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Goal
By the annual IEP review date, when the teacher gives the class attention signal during group work or centers, the student will stop the activity, hands still, and turn toward the teacher independently within 5 seconds, on 8 of 10 consecutive recorded signals, as measured by latency recording collected daily, 2 to 3 signals, summarized weekly.
Baseline: 20 seconds.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Latency measures how quickly a response starts. The behavior should describe starting or responding.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 20 seconds.
- Annual goal345 characters
- By the annual IEP review date, when the teacher gives the class attention signal during group work or centers, the student will stop the activity, hands still, and turn toward the teacher independently within 5 seconds, on 8 of 10 consecutive recorded signals, as measured by latency recording collected daily, 2 to 3 signals, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher gives the class attention signal during group work or centers
- Behavior
- The student will stop the activity, hands still, and turn toward the teacher independently
- Criteria
- Within 5 seconds, on 8 of 10 consecutive recorded signals
- Evaluation method
- Latency recording
- Schedule
- Daily, 2 to 3 signals, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 5 seconds
- Mastery rule:
- on 8 of 10 consecutive recorded signals
- Collection schedule:
- daily, 2 to 3 signals, summarized weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the teacher gives the class attention signal during group work or centers, the student will stop the activity, hands still, and turn toward the teacher independently within 5 seconds, on 8 of 10 consecutive recorded signals, as measured by latency recording collected daily, 2 to 3 signals, summarized weekly.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.