Enter the classroom and begin the first activity after arriving
When to use this goal
For students who arrive at school but stall in the hallway, office, or nurse's room before entering class, often because of anxiety. Base the choice on attendance and tardy data and counselor input. An entry routine (a check-in, a coping statement, a preferred first task) is agreed with the student.
- Baseline
- For one to two weeks, time arrival at the building to the student's start of the first activity in class. Note where the student goes instead (office, bathroom, nurse) and what gets them into class. Ask the student what makes entering hard; the routine should address it.
- Tips
- Latency starts when the student arrives at the building (or the hallway for the identified period) and stops when they begin the first activity in class. The entry routine can include a 2-minute check-in; include it in the time so the measure reflects the whole morning. Make the first activity predictable and manageable. Coordinate with the counselor; this is often part of a broader anxiety or attendance plan.
- Limits
- Latency measures entering, not the anxiety behind it; counseling or other services may be needed. Days after absences and schedule changes are harder; note them. A student who enters but then leaves repeatedly needs a different measure (see se-er-010).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-017.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at the start of the school day, after arriving at the building, the student will enter the classroom and begin the first activity using their entry routine independently within 5 minutes, on 4 of 5 consecutive school days, as measured by latency recording collected daily.
Baseline: 20 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. 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 Emotional 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
- Social-Emotional & Communication - Emotional Regulation
- Baseline
- 20 minutes.
- Annual goal303 characters
- By the annual IEP review date, at the start of the school day, after arriving at the building, the student will enter the classroom and begin the first activity using their entry routine independently within 5 minutes, on 4 of 5 consecutive school days, as measured by latency recording collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of the school day, after arriving at the building
- Behavior
- The student will enter the classroom and begin the first activity using their entry routine independently
- Criteria
- Within 5 minutes, on 4 of 5 consecutive school days
- Evaluation method
- Latency recording
- Schedule
- Daily
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 minutes
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, at the start of the school day, after arriving at the building, the student will enter the classroom and begin the first activity using their entry routine independently within 5 minutes, on 4 of 5 consecutive school days, as measured by latency recording collected daily.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (minutes) | 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 minutes. 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.