Rejoin the group after an idea is outvoted
When to use this goal
For students who stop contributing, leave the group, or argue at length when the group decides against their idea. Fits classes with regular group work. Present levels decide the starting latency.
- Baseline
- Across several group sessions, time from each decision that went against the student to the moment they resume a group task. Note what they did in the meantime. Short venting (one comment) is typical and does not need to be a target.
- Tips
- Start the clock when the decision is clear and stop when the student is doing a group task again. Pair with ef-cf-021 for the earlier step of combining ideas. Private cues protect the student's standing with peers.
- Limits
- Decisions against the student happen unpredictably. Measures return to the group, not mood or the quality of later work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-033.
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Goal
By the annual IEP review date, during a group project, after the group votes or agrees on an idea that is not the student's, the student will get back to their part of the group task or ask the group for their next job independently within 2 minutes, on 4 of 5 consecutive observed decisions, as measured by latency recording collected weekly during group work.
Baseline: 8 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
- 8 minutes.
- Annual goal361 characters
- By the annual IEP review date, during a group project, after the group votes or agrees on an idea that is not the student's, the student will get back to their part of the group task or ask the group for their next job independently within 2 minutes, on 4 of 5 consecutive observed decisions, as measured by latency recording collected weekly during group work.
- Timeframe
- By the annual IEP review date
- Condition
- During a group project, after the group votes or agrees on an idea that is not the student's
- Behavior
- The student will get back to their part of the group task or ask the group for their next job independently
- Criteria
- Within 2 minutes, on 4 of 5 consecutive observed decisions
- Evaluation method
- Latency recording
- Schedule
- Weekly during group work
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 observed decisions
- Collection schedule:
- weekly during group work
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during a group project, after the group votes or agrees on an idea that is not the student's, the student will get back to their part of the group task or ask the group for their next job independently within 2 minutes, on 4 of 5 consecutive observed decisions, as measured by latency recording collected weekly during group work.
| 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.