Find a requested paper or material within one minute
When to use this goal
For students whose present levels show long searches when asked to take out a specific paper, book, or tool, regardless of how tidy the desk looks. This is the outcome measure for any organization system. Present levels decide the time target.
- Baseline
- Make at least five requests for specific items across a week and time from the end of the request to the item being on the desk. Record items that could not be found at all separately. Note where the student looked first.
- Tips
- Time stops when the correct item is on the desk. If the item cannot be found within 3 minutes, score the request as not found and exclude it from the latency median, but report the count. Use requests that other students also receive so the student is not singled out.
- Limits
- Only measures retrieval of items the student still has. Fast retrieval from a chaotic bag is possible; this goal does not care, which is why it pairs well with a system goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-019.
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Goal
By the annual IEP review date, when the teacher asks the class to take out a specific paper, notebook, or tool, the student will take out the requested item independently within 45 seconds, on 4 of 5 consecutive observed requests, as measured by latency recording collected twice weekly.
Baseline: 180 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 Organization.
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 - Organization
- Baseline
- 180 seconds.
- Annual goal287 characters
- By the annual IEP review date, when the teacher asks the class to take out a specific paper, notebook, or tool, the student will take out the requested item independently within 45 seconds, on 4 of 5 consecutive observed requests, as measured by latency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher asks the class to take out a specific paper, notebook, or tool
- Behavior
- The student will take out the requested item independently
- Criteria
- Within 45 seconds, on 4 of 5 consecutive observed requests
- Evaluation method
- Latency recording
- Schedule
- Twice 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 45 seconds
- Mastery rule:
- on 4 of 5 consecutive observed requests
- Collection schedule:
- twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the teacher asks the class to take out a specific paper, notebook, or tool, the student will take out the requested item independently within 45 seconds, on 4 of 5 consecutive observed requests, as measured by latency recording collected twice 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.