Begin a work task after the supervisor's direction
When to use this goal
For transition-age students in work-based learning who wait at the job site until a job coach restarts them after every direction. The tasks must already be trained.
- Baseline
- Have the job coach time from the end of the direction to the first task step on several shifts and tasks. Note whether delays happen on all tasks or only some, and whether the student asks questions, waits silently, or chats.
- Tips
- Agree with the site supervisor on what the first step of each task is. The job coach records latency discreetly. Keep directions short and consistent so the data reflect the student, not the supervisor's style.
- Limits
- Opportunities depend on the work schedule and site. Latency on new tasks reflects training, not initiation; collect data only on trained tasks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-017.
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Goal
By the annual IEP review date, after a supervisor or job coach gives a direction to begin a trained task at a work-based learning site, the student will begin the task by performing its first step independently within 30 seconds, on 4 of 5 consecutive observed shifts, as measured by latency recording collected each shift and summarized weekly.
Baseline: 150 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
- 150 seconds.
- Annual goal345 characters
- By the annual IEP review date, after a supervisor or job coach gives a direction to begin a trained task at a work-based learning site, the student will begin the task by performing its first step independently within 30 seconds, on 4 of 5 consecutive observed shifts, as measured by latency recording collected each shift and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After a supervisor or job coach gives a direction to begin a trained task at a work-based learning site
- Behavior
- The student will begin the task by performing its first step independently
- Criteria
- Within 30 seconds, on 4 of 5 consecutive observed shifts
- Evaluation method
- Latency recording
- Schedule
- Each shift and summarized 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 30 seconds
- Mastery rule:
- on 4 of 5 consecutive observed shifts
- Collection schedule:
- each shift and summarized weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, after a supervisor or job coach gives a direction to begin a trained task at a work-based learning site, the student will begin the task by performing its first step independently within 30 seconds, on 4 of 5 consecutive observed shifts, as measured by latency recording collected each shift and summarized 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.