Get going after the adult steps away
When to use this goal
For students who start promptly while an aide or teacher stands beside them and stop or never start once the adult moves on. Present levels show the task is within reach. The goal builds independence from adult proximity, so fit depends on current support levels, not grade.
- Baseline
- Start timing when the adult is more than an arm's length from the desk and stop at the first written or typed response. Collect at least five observations in different classes. Note whether the student waits for the adult to return.
- Tips
- Plan the fade of adult proximity with the whole team, including paraprofessionals, so everyone steps away at the same point. The direction card should list only the first item to do. Over time, the adult gives the direction to the group instead of at the desk.
- Limits
- If the student starts but asks for the adult again right away, add a help-seeking goal. Does not measure accuracy. Some students need adult proximity for safety or medical reasons; this goal does not apply then.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-025.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after an adult gives an individual direction at the desk and walks away to help another student, the student will begin the task by writing or typing a first response after the adult leaves the desk independently within 60 seconds, on 4 of 5 consecutive observed work periods, as measured by latency recording collected three times per week.
Baseline: 300 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
- 300 seconds.
- Annual goal372 characters
- By the annual IEP review date, after an adult gives an individual direction at the desk and walks away to help another student, the student will begin the task by writing or typing a first response after the adult leaves the desk independently within 60 seconds, on 4 of 5 consecutive observed work periods, as measured by latency recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- After an adult gives an individual direction at the desk and walks away to help another student
- Behavior
- The student will begin the task by writing or typing a first response after the adult leaves the desk independently
- Criteria
- Within 60 seconds, on 4 of 5 consecutive observed work periods
- 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 60 seconds
- Mastery rule:
- on 4 of 5 consecutive observed work periods
- Collection schedule:
- three times per week
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, after an adult gives an individual direction at the desk and walks away to help another student, the student will begin the task by writing or typing a first response after the adult leaves the desk independently within 60 seconds, on 4 of 5 consecutive observed work periods, 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.