Move to the next center when the signal is given
When to use this goal
For children who stay at a center after the signal, lie down, or run to the wrong area until an adult walks them. Latency data across several transitions decide the target; preferred-to-non-preferred transitions are the hardest and should be noted.
- Baseline
- Time from the end of the signal to the child's first step toward the next center, for all rotations on 3 days. Record the center the child was leaving; preferred centers show the longest latency and may need a warning before the signal.
- Tips
- Use the same signal every time and a one-minute warning before it. Start timing when the signal ends. If the child starts but goes to the wrong center, score the latency and note the error separately; fn-rt-006 covers using the schedule to find the right place.
- Limits
- Latency measures starting, not arriving; add a duration measure if the walk takes a long time. A child who runs at the signal needs the behavior wording changed to walking.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-006.
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Goal
By the annual IEP review date, when the center-change signal (bell, song, or lights) is given during center time, the student will begin moving to the next center independently within 15 seconds, in 4 of 5 recorded transitions across 3 consecutive days, as measured by latency recording collected daily, across the center rotations.
Baseline: 60 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 Preschool & Kindergarten Readiness.
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
- Functional & Independence Skills - Preschool & Kindergarten Readiness
- Baseline
- 60 seconds.
- Annual goal332 characters
- By the annual IEP review date, when the center-change signal (bell, song, or lights) is given during center time, the student will begin moving to the next center independently within 15 seconds, in 4 of 5 recorded transitions across 3 consecutive days, as measured by latency recording collected daily, across the center rotations.
- Timeframe
- By the annual IEP review date
- Condition
- When the center-change signal (bell, song, or lights) is given during center time
- Behavior
- The student will begin moving to the next center independently
- Criteria
- Within 15 seconds, in 4 of 5 recorded transitions across 3 consecutive days
- Evaluation method
- Latency recording
- Schedule
- Daily, across the center rotations
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 15 seconds
- Mastery rule:
- in 4 of 5 recorded transitions across 3 consecutive days
- Collection schedule:
- daily, across the center rotations
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the center-change signal (bell, song, or lights) is given during center time, the student will begin moving to the next center independently within 15 seconds, in 4 of 5 recorded transitions across 3 consecutive days, as measured by latency recording collected daily, across the center rotations.
| 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.