Begin a table activity after the teacher's cue
When to use this goal
For young children who sit at the table but do not touch the materials until an adult hand-over-hand starts them. The activity must already be within the child's ability (familiar puzzles, coloring, simple cutting); if not, the delay reflects a skill gap. Present levels decide the starting target.
- Baseline
- Time from the end of the cue to the first purposeful contact with the materials across at least five table activities, using different activity types. Note what the child does while waiting (watches peers, looks at the adult, holds the materials without acting). Use the median.
- Tips
- Define the first response for each activity type in advance (first piece placed, first mark on paper, first bead strung). Looking at or holding materials does not count. Give the cue once, in the same words each time, and wait the full observation window before prompting.
- Limits
- Measures only the start. Young children may begin and then wander; add a duration goal if staying is also a need. Hunger, fatigue, and the activity before table time all affect latency; note them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-006.
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Goal
By the annual IEP review date, after sitting at the table and hearing the teacher's cue to start a familiar activity, the student will begin the activity by picking up the materials and making a first response independently within 30 seconds, on 4 of 5 consecutive observed activities, as measured by latency recording collected three times per week.
Baseline: 120 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 Task Initiation.
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 - Task Initiation
- Baseline
- 120 seconds.
- Annual goal350 characters
- By the annual IEP review date, after sitting at the table and hearing the teacher's cue to start a familiar activity, the student will begin the activity by picking up the materials and making a first response independently within 30 seconds, on 4 of 5 consecutive observed activities, as measured by latency recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- After sitting at the table and hearing the teacher's cue to start a familiar activity
- Behavior
- The student will begin the activity by picking up the materials and making a first response independently
- Criteria
- Within 30 seconds, on 4 of 5 consecutive observed activities
- 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 30 seconds
- Mastery rule:
- on 4 of 5 consecutive observed activities
- Collection schedule:
- three times per week
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, after sitting at the table and hearing the teacher's cue to start a familiar activity, the student will begin the activity by picking up the materials and making a first response independently within 30 seconds, on 4 of 5 consecutive observed activities, 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.