Come to group when the timer rings
When to use this goal
For preschool children who keep playing when the timer rings for group time. The timer sound should be the same each day. Present levels, not age alone, decide the target.
- Baseline
- Time from the ring to arriving at the group area for five days. Note the activity the child leaves.
- Tips
- A visual timer lets the child see time running out. Praise arrival. Use a carry-along item if leaving play is hard.
- Limits
- Highly preferred play, a new activity, or a tired afternoon all raise latency; note them next to the data. Does not measure what the child does once at the group area.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-tm-030.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the visual timer rings at the end of free play, the student will move to the group area or line independently within 30 seconds, on 4 of 5 consecutive school days, as measured by latency recording collected three times per week.
Baseline: 120 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 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
- 120 seconds.
- Annual goal264 characters
- By the annual IEP review date, when the visual timer rings at the end of free play, the student will move to the group area or line independently within 30 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 visual timer rings at the end of free play
- Behavior
- The student will move to the group area or line independently
- Criteria
- Within 30 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 30 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 visual timer rings at the end of free play, the student will move to the group area or line independently within 30 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.