Close a preferred app and open class work
When to use this goal
For older students who have a hard time leaving a game, video, or preferred site when class begins or a break ends. Fits classes where devices are in use. Present levels decide the starting latency target; use age-respectful language and the student's own device habits.
- Baseline
- Time from the start signal to the class assignment being open for at least five class starts or break ends. Note what is open when the signal comes; some apps (a game mid-level) are harder to leave than others.
- Tips
- Start timing at the bell or the timer, and stop when the class assignment is on screen. A save point or pause button helps: teach saving progress so leaving does not mean losing it. Let the student set the break timer once the routine holds.
- Limits
- Measures the switch, not the work that follows. School device filters and policies change what is open; keep conditions similar across data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-024.
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Goal
By the annual IEP review date, when the bell rings or the teacher says class is starting while a preferred app or site is open, the student will close the preferred app or site and open the class assignment independently within 60 seconds, on 4 of 5 consecutive observed class starts, as measured by latency recording collected three times per week.
Baseline: 240 seconds.
- 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 Cognitive Flexibility.
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
- Executive Function - Cognitive Flexibility
- Baseline
- 240 seconds.
- Annual goal349 characters
- By the annual IEP review date, when the bell rings or the teacher says class is starting while a preferred app or site is open, the student will close the preferred app or site and open the class assignment independently within 60 seconds, on 4 of 5 consecutive observed class starts, as measured by latency recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- When the bell rings or the teacher says class is starting while a preferred app or site is open
- Behavior
- The student will close the preferred app or site and open the class assignment independently
- Criteria
- Within 60 seconds, on 4 of 5 consecutive observed class starts
- Evaluation method
- Latency recording
- Schedule
- Three times per week
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 60 seconds
- Mastery rule:
- on 4 of 5 consecutive observed class starts
- Collection schedule:
- three times per week
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the bell rings or the teacher says class is starting while a preferred app or site is open, the student will close the preferred app or site and open the class assignment independently within 60 seconds, on 4 of 5 consecutive observed class starts, as measured by latency recording collected three times per week.
| 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.