Head to the activity on a first-then card
When to use this goal
For young students who understand pictures and need to see what comes after a non-preferred activity before they will move to it. Present levels decide fit, not age. The first-then card shows two pictures: the next activity and the one that follows.
- Baseline
- Use the card at 4 planned changes a day for a week. Start the stopwatch when the cue ends and stop it when the student takes the first step toward the next place or activity. Record at least 5 transitions over 3 or more days, and note the activity being left, since leaving a preferred activity usually takes longer.
- Tips
- Always deliver the then activity when the first one is done; a broken promise ends the card's value. Start with a short first activity. Move toward the student checking the card on their own.
- Limits
- Measures starting to move, not finishing the first activity; task initiation and completion goals cover that. The card loses meaning if it is used only for hard tasks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-st-005.
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Goal
By the annual IEP review date, when an adult shows a first-then card at a change of activity, the student will start walking to the activity shown in the first box independently within 10 seconds, on 4 of 5 observed days, as measured by latency recording collected daily, 4 card transitions.
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 Transitions Between Activities.
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 - Transitions Between Activities
- Baseline
- 60 seconds.
- Annual goal291 characters
- By the annual IEP review date, when an adult shows a first-then card at a change of activity, the student will start walking to the activity shown in the first box independently within 10 seconds, on 4 of 5 observed days, as measured by latency recording collected daily, 4 card transitions.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult shows a first-then card at a change of activity
- Behavior
- The student will start walking to the activity shown in the first box independently
- Criteria
- Within 10 seconds, on 4 of 5 observed days
- Evaluation method
- Latency recording
- Schedule
- Daily, 4 card transitions
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 10 seconds
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily, 4 card transitions
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when an adult shows a first-then card at a change of activity, the student will start walking to the activity shown in the first box independently within 10 seconds, on 4 of 5 observed days, as measured by latency recording collected daily, 4 card transitions.
| 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.