Pick up a photo task strip and begin
When to use this goal
For older students with significant support needs doing school jobs (recycling route, copy room, mail delivery, restocking) who wait for an adult to say go. Materials are adult ones: photos of the real job, not cartoons. Present levels, not grade, decide the job and the support level.
- Baseline
- Time from arrival at the job station (or the alarm) to the first pictured step for five job days. Record any prompts given. If the student does not know the first step, teach the job first with a task analysis.
- Tips
- School jobs are a bridge to work-based learning; keep the materials and words adult (route, shift, supervisor). The photo strip can live on a lanyard or phone. Record latency on the job log the student uses, so data are part of the job.
- Limits
- Measures starting only; the full job is a task-analysis goal. Jobs done in busy hallways have more distractions; compare like with like.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-034.
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Goal
By the annual IEP review date, when the student's daily schedule shows a school job and the photo task strip is at the job station, the student will take the photo task strip and begin the first pictured step of the job independently within 45 seconds, on 4 of 5 consecutive job days, as measured by latency recording collected daily.
Baseline: 180 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
- 180 seconds.
- Annual goal334 characters
- By the annual IEP review date, when the student's daily schedule shows a school job and the photo task strip is at the job station, the student will take the photo task strip and begin the first pictured step of the job independently within 45 seconds, on 4 of 5 consecutive job days, as measured by latency recording collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- When the student's daily schedule shows a school job and the photo task strip is at the job station
- Behavior
- The student will take the photo task strip and begin the first pictured step of the job independently
- Criteria
- Within 45 seconds, on 4 of 5 consecutive job days
- Evaluation method
- Latency recording
- Schedule
- Daily
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 45 seconds
- Mastery rule:
- on 4 of 5 consecutive job days
- Collection schedule:
- daily
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the student's daily schedule shows a school job and the photo task strip is at the job station, the student will take the photo task strip and begin the first pictured step of the job independently within 45 seconds, on 4 of 5 consecutive job days, as measured by latency recording collected daily.
| 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.