Log in and open the assigned online task
When to use this goal
For students who spend the first part of a device-based work period on log-in, other tabs, or settings before opening the assignment. The student should already be able to log in. Present levels, not grade, decide whether a link list or a written path is the starting support.
- Baseline
- Many platforms log the time a task was opened and the first answer submitted; compare with the time the direction was given. Collect five work periods. Note detours (games, video sites, settings) and log-in trouble separately, since log-in trouble may need a tech fix.
- Tips
- Use platform time stamps where they exist so data cost no extra time. The first response is a typed answer, selected choice, or saved word, not just opening the page. If the student is often stuck on passwords, solve that with a password card or single sign-on first.
- Limits
- Platform time stamps can lag or record a page opened by mistake; check against observation now and then. Does not measure staying on the assignment after the start.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-026.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the direction to begin an online assignment is given and devices are handed out, the student will log in, open the assigned task on the class platform, and enter a first response independently within 2 minutes, on 4 of 5 consecutive device work periods, as measured by latency recording collected twice weekly.
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 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
- 8 minutes.
- Annual goal346 characters
- By the annual IEP review date, when the direction to begin an online assignment is given and devices are handed out, the student will log in, open the assigned task on the class platform, and enter a first response independently within 2 minutes, on 4 of 5 consecutive device work periods, as measured by latency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the direction to begin an online assignment is given and devices are handed out
- Behavior
- The student will log in, open the assigned task on the class platform, and enter a first response independently
- Criteria
- Within 2 minutes, on 4 of 5 consecutive device work periods
- 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 2 minutes
- Mastery rule:
- on 4 of 5 consecutive device work periods
- Collection schedule:
- twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the direction to begin an online assignment is given and devices are handed out, the student will log in, open the assigned task on the class platform, and enter a first response independently within 2 minutes, on 4 of 5 consecutive device work periods, as measured by latency recording collected twice weekly.
| 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.