Remain at a designated spot while waiting for a turn
When to use this goal
For students who leave the line, the carpet spot, or the waiting area within seconds whenever a routine involves waiting (for the bathroom, for a turn at the sink, for the bus). Duration data from present levels set a realistic starting target, often under a minute.
- Baseline
- Time from when the student arrives at the spot to the moment they leave it or are called, for 3 to 5 waits. Record the longest wait the student stayed for, and note the typical length of waits in the classroom so the target matches real demands.
- Tips
- Place the student in a line position that shortens early waits, then move them back as the time grows. Count the wait as ended when the student is called; if the student is called before the target time, record the actual time and mark it as a full success.
- Limits
- Real waits vary in length, so the data depend on the opportunities available; plan some waits on purpose. Duration alone does not show what the student did while waiting; a note about leaving, calling out, or touching peers adds meaning.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-016.
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Goal
By the annual IEP review date, when waiting in line for a turn at the sink, water fountain, or restroom, the student will remain at the designated waiting spot until called independently for at least 4 minutes, on 4 of 5 consecutive observed waits, as measured by duration recording collected one planned wait per day, three days per week.
Baseline: 1 minutes.
- 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 Functional Routines.
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 - Functional Routines
- Baseline
- 1 minutes.
- Annual goal339 characters
- By the annual IEP review date, when waiting in line for a turn at the sink, water fountain, or restroom, the student will remain at the designated waiting spot until called independently for at least 4 minutes, on 4 of 5 consecutive observed waits, as measured by duration recording collected one planned wait per day, three days per week.
- Timeframe
- By the annual IEP review date
- Condition
- When waiting in line for a turn at the sink, water fountain, or restroom
- Behavior
- The student will remain at the designated waiting spot until called independently
- Criteria
- For at least 4 minutes, on 4 of 5 consecutive observed waits
- Evaluation method
- Duration recording
- Schedule
- One planned wait per day, three days per week
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:
- for at least 4 minutes
- Mastery rule:
- on 4 of 5 consecutive observed waits
- Collection schedule:
- one planned wait per day, three days per week
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, when waiting in line for a turn at the sink, water fountain, or restroom, the student will remain at the designated waiting spot until called independently for at least 4 minutes, on 4 of 5 consecutive observed waits, as measured by duration recording collected one planned wait per day, three days per week.
| Date | Activity / context | Start time | End time | Duration (minutes) | 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 least the target (4 minutes).
- 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.