Act on door and hallway signs
When to use this goal
For middle and high school students with significant support needs who read sign words on cards but hesitate or wait for an adult when they meet the sign in a building (push, pull, exit, enter, restroom, staff only). Present levels decide the sign set.
- Baseline
- Start timing when the sign is in clear view and within a few steps; stop when the student starts the action (pushing, turning toward the restroom). Record several signs per outing and use the median.
- Tips
- Safety signs belong here too, but a safety plan, not this goal, covers emergency response. Use real places the student goes.
- Limits
- Latency also reflects movement and processing speed. Some signs come with pictures; note whether the student read the word or the icon.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-039.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a walk through the school building, when the student reaches a door or hallway sign from the taught set, the student will read the sign aloud or with their communication system and begin the action it calls for independently within 5 seconds, on 4 of 5 observed outings, as measured by latency recording collected twice weekly.
Baseline: 20 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 Sight Word Recognition.
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
- Reading - Sight Word Recognition
- Baseline
- 20 seconds.
- Annual goal365 characters
- By the annual IEP review date, during a walk through the school building, when the student reaches a door or hallway sign from the taught set, the student will read the sign aloud or with their communication system and begin the action it calls for independently within 5 seconds, on 4 of 5 observed outings, as measured by latency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a walk through the school building, when the student reaches a door or hallway sign from the taught set
- Behavior
- The student will read the sign aloud or with their communication system and begin the action it calls for independently
- Criteria
- Within 5 seconds, on 4 of 5 observed outings
- Evaluation method
- Latency recording
- Schedule
- Twice weekly
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 5 seconds
- Mastery rule:
- on 4 of 5 observed outings
- Collection schedule:
- twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during a walk through the school building, when the student reaches a door or hallway sign from the taught set, the student will read the sign aloud or with their communication system and begin the action it calls for independently within 5 seconds, on 4 of 5 observed outings, as measured by latency recording collected twice weekly.
| 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.