Start the paper backup when a device fails
When to use this goal
For students who stop working, wait, or get upset when a device freezes, a site will not load, or a tool is missing, even when a backup is available. Present levels decide whether the backup is posted or must be requested.
- Baseline
- Time from the moment the device or material fails (or the student notices) to the start of work on the backup, for real failures and a few planned practice ones. Note what the student does in between.
- Tips
- Start the clock when the failure is clear and stop at the first mark on the backup. A quick report to the teacher that the device failed is good and does not stop the clock. Keep backups in the same place every time.
- Limits
- Real failures are unpredictable; planned practice keeps data flowing. Measures switching, not the amount of work done on the backup.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-029.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when a device, site, or app the assignment needs is not working and a paper or alternate version is available in a set place, the student will get the backup version or tool and start the assignment with it independently within 2 minutes, on 4 of 5 consecutive device or material problems, as measured by latency recording collected each problem, with planned practice at least weekly.
Baseline: 10 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 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
- 10 minutes.
- Annual goal416 characters
- By the annual IEP review date, when a device, site, or app the assignment needs is not working and a paper or alternate version is available in a set place, the student will get the backup version or tool and start the assignment with it independently within 2 minutes, on 4 of 5 consecutive device or material problems, as measured by latency recording collected each problem, with planned practice at least weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a device, site, or app the assignment needs is not working and a paper or alternate version is available in a set place
- Behavior
- The student will get the backup version or tool and start the assignment with it independently
- Criteria
- Within 2 minutes, on 4 of 5 consecutive device or material problems
- Evaluation method
- Latency recording
- Schedule
- Each problem, with planned practice at least 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 device or material problems
- Collection schedule:
- each problem, with planned practice at least weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when a device, site, or app the assignment needs is not working and a paper or alternate version is available in a set place, the student will get the backup version or tool and start the assignment with it independently within 2 minutes, on 4 of 5 consecutive device or material problems, as measured by latency recording collected each problem, with planned practice at least 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.