Join cleanup when the cleanup song starts
When to use this goal
For preschool children who keep playing or watch others clean when the cleanup signal plays. The child should be able to carry and place materials. Present levels and the child's response to the signal, not age alone, decide the target.
- Baseline
- Time from the first note of the cleanup song to the first item picked up and moved toward a bin, for five cleanups. Note whether the child was in a preferred activity and whether peers nearby were cleaning.
- Tips
- Use the same song or chime every time. A one-minute warning before the signal helps children leave preferred play. Count the first purposeful pickup, not touching toys. Finishing cleanup is a separate measure (see ef-org-006 and ef-tm-006).
- Limits
- Preferred activities and fatigue at the end of the day both raise latency; note them. Does not measure the whole cleanup.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-035.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the cleanup song or chime plays at the end of center time, the student will begin cleanup by picking up an item from the play area and moving it toward its bin independently within 20 seconds, on 4 of 5 consecutive school days, as measured by latency recording collected three times per week.
Baseline: 90 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
- 90 seconds.
- Annual goal328 characters
- By the annual IEP review date, when the cleanup song or chime plays at the end of center time, the student will begin cleanup by picking up an item from the play area and moving it toward its bin independently within 20 seconds, on 4 of 5 consecutive school days, as measured by latency recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- When the cleanup song or chime plays at the end of center time
- Behavior
- The student will begin cleanup by picking up an item from the play area and moving it toward its bin independently
- Criteria
- Within 20 seconds, on 4 of 5 consecutive school days
- 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 20 seconds
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- three times per week
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the cleanup song or chime plays at the end of center time, the student will begin cleanup by picking up an item from the play area and moving it toward its bin independently within 20 seconds, on 4 of 5 consecutive school days, 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.