Move from one activity to the next within the transition time
When to use this goal
For students whose present levels show in-class transitions (centers to carpet, desk to small group) that take several minutes longer than peers need. Fits when the student knows where to go; if not, teach the routine first. Present levels decide the target.
- Baseline
- Time from the transition signal to the student being in the new location with materials and attending, across at least five transitions. Compare with the time most of the class needs. Note what fills the extra time.
- Tips
- Define ready for each transition (seated on the carpet facing the teacher, or at the desk with the book open). Stop the clock at ready, not at arrival. Time the same transition each day so data are comparable.
- Limits
- Transitions vary in distance and complexity; keep the measured one consistent. Slow transitions may reflect reluctance to leave a preferred activity, which is a flexibility need; see cognitive flexibility goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-tm-013.
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Goal
By the annual IEP review date, when the signal is given to move from one classroom activity to the next, the student will move to the next activity with the needed materials and be ready to begin independently within 60 seconds, on 4 of 5 consecutive observed transitions, as measured by duration recording collected daily on one selected transition.
Baseline: 240 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Time Management.
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 - Time Management
- Baseline
- 240 seconds.
- Annual goal350 characters
- By the annual IEP review date, when the signal is given to move from one classroom activity to the next, the student will move to the next activity with the needed materials and be ready to begin independently within 60 seconds, on 4 of 5 consecutive observed transitions, as measured by duration recording collected daily on one selected transition.
- Timeframe
- By the annual IEP review date
- Condition
- When the signal is given to move from one classroom activity to the next
- Behavior
- The student will move to the next activity with the needed materials and be ready to begin independently
- Criteria
- Within 60 seconds, on 4 of 5 consecutive observed transitions
- Evaluation method
- Duration recording
- Schedule
- Daily on one selected transition
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- within 60 seconds
- Mastery rule:
- on 4 of 5 consecutive observed transitions
- Collection schedule:
- daily on one selected transition
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, when the signal is given to move from one classroom activity to the next, the student will move to the next activity with the needed materials and be ready to begin independently within 60 seconds, on 4 of 5 consecutive observed transitions, as measured by duration recording collected daily on one selected transition.
| Date | Activity / context | Start time | End time | Duration (seconds) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at or below the target (60 seconds).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.