Choose a task order and launch the first
When to use this goal
For older students who stall when a work period holds several tasks and they must decide what to do first. Choice is the support, not the goal; present levels show the student can do each task. Grade does not decide fit; the student's response to open choice does.
- Baseline
- Time from the start of the work period to the first action on any task for five periods with several tasks. Record whether the student numbered the list, asked an adult to choose, or switched between tasks without starting any.
- Tips
- Accept any order the student can explain. The numbered list is the permanent product and the start time can be written next to it. A decision rule card removes the agonizing over which task is best. Fade the adult talk to a written choice.
- Limits
- Does not judge whether the chosen order was wise; pair with a prioritizing goal (ef-pl-010) if that matters. If the student avoids one task every time, address that task directly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-027.
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Goal
By the annual IEP review date, at the start of a work period with three assigned tasks listed on the board in no set order, the student will number the tasks in the order they will do them and begin the first numbered task independently within 3 minutes, in 4 of 5 consecutive work periods, as measured by latency recording collected twice weekly.
Baseline: 10 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
- 10 minutes.
- Annual goal347 characters
- By the annual IEP review date, at the start of a work period with three assigned tasks listed on the board in no set order, the student will number the tasks in the order they will do them and begin the first numbered task independently within 3 minutes, in 4 of 5 consecutive work periods, as measured by latency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a work period with three assigned tasks listed on the board in no set order
- Behavior
- The student will number the tasks in the order they will do them and begin the first numbered task independently
- Criteria
- Within 3 minutes, in 4 of 5 consecutive 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 3 minutes
- Mastery rule:
- in 4 of 5 consecutive work periods
- Collection schedule:
- twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, at the start of a work period with three assigned tasks listed on the board in no set order, the student will number the tasks in the order they will do them and begin the first numbered task independently within 3 minutes, in 4 of 5 consecutive 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.