Move to the next activity within 2 minutes of the direction
When to use this goal
For students who take many minutes and several prompts to change activities. Measures the time from the transition direction to arrival at the next activity. Use latency recording to decide the starting target.
- Baseline
- Time 5 or more transitions from the direction to arrival at the next spot and note the prompts used. Record which transitions are slowest; leaving a preferred activity is usually the hardest and may need its own target. Check whether the student knows where the next activity is.
- Tips
- Keep the warning, signal, and direction the same every day. Make the first minute of the next activity predictable and pleasant. Pair with replacement-behavior bh-rep-017 if the student protests leaving preferred activities; asking for one more minute is a success there and is not scored against this goal if the extension was granted.
- Limits
- Transitions differ in distance and demand; sample the same 2 or 3 each week. Does not measure behavior during the transition (running, touching peers); see classroom-expectations and safety-behavior.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-006.
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Goal
By the annual IEP review date, when directed to end an activity and move to the next one during the daily schedule, the student will transition to the next activity and arrive at the designated spot independently within 2 minutes, on 4 of 5 consecutive recorded transitions, as measured by latency recording collected daily, 2 to 3 transitions, summarized weekly.
Baseline: 6 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. Latency fits this behavior.
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 Following Adult Directions.
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 - Following Adult Directions
- Baseline
- 6 minutes.
- Annual goal363 characters
- By the annual IEP review date, when directed to end an activity and move to the next one during the daily schedule, the student will transition to the next activity and arrive at the designated spot independently within 2 minutes, on 4 of 5 consecutive recorded transitions, as measured by latency recording collected daily, 2 to 3 transitions, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When directed to end an activity and move to the next one during the daily schedule
- Behavior
- The student will transition to the next activity and arrive at the designated spot independently
- Criteria
- Within 2 minutes, on 4 of 5 consecutive recorded transitions
- Evaluation method
- Latency recording
- Schedule
- Daily, 2 to 3 transitions, 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 2 minutes
- Mastery rule:
- on 4 of 5 consecutive recorded transitions
- Collection schedule:
- daily, 2 to 3 transitions, summarized weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when directed to end an activity and move to the next one during the daily schedule, the student will transition to the next activity and arrive at the designated spot independently within 2 minutes, on 4 of 5 consecutive recorded transitions, as measured by latency recording collected daily, 2 to 3 transitions, summarized weekly.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (minutes) | 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 minutes. 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.