Start work again after a movement break
When to use this goal
For students who use movement breaks well but take a long time to start the next activity when the break ends. Present levels, not grade, decide fit; the break itself stays.
- Baseline
- Time five break endings, from the timer signal to the student's first step on the next activity (pencil moving, materials out). Note whether the next activity is clear and ready; unclear next steps are the common cause of delay.
- Tips
- Never shorten or remove breaks because of a slow return; adjust the timer warning instead. A two-minute warning before the end helps many students.
- Limits
- Latency does not show whether the break met the student's needs. A student who still needs input after the break may need a longer one or a different strategy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-010.
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Goal
By the annual IEP review date, when the timer signals the end of a planned movement break, the student will return to the work area and start the next part of the assignment with no adult prompts within 60 seconds, on 4 of 5 observed days, as measured by latency recording collected daily at one or two breaks.
Baseline: 180 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 Sensory Processing & Regulation.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Sensory Processing & Regulation
- Baseline
- 180 seconds.
- Annual goal310 characters
- By the annual IEP review date, when the timer signals the end of a planned movement break, the student will return to the work area and start the next part of the assignment with no adult prompts within 60 seconds, on 4 of 5 observed days, as measured by latency recording collected daily at one or two breaks.
- Timeframe
- By the annual IEP review date
- Condition
- When the timer signals the end of a planned movement break
- Behavior
- The student will return to the work area and start the next part of the assignment with no adult prompts
- Criteria
- Within 60 seconds, on 4 of 5 observed days
- Evaluation method
- Latency recording
- Schedule
- Daily at one or two breaks
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 60 seconds
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily at one or two breaks
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the timer signals the end of a planned movement break, the student will return to the work area and start the next part of the assignment with no adult prompts within 60 seconds, on 4 of 5 observed days, as measured by latency recording collected daily at one or two breaks.
| 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.