Move to the new activity after a schedule change
When to use this goal
For students who rely on routine and become distressed or stuck when the day changes without warning (an assembly, indoor recess, a missing teacher). Present levels decide fit, not grade. The goal pairs a change signal on the schedule with the student's chosen coping step.
- Baseline
- Log a few weeks of schedule changes: the change, how the student was told, time until they started toward the new activity, and what they did meanwhile. Plan small practice changes (switching two preferred activities) when real changes are rare.
- Tips
- Time from the change announcement to the first step toward the new activity. Asking questions about the change is part of coping and is answered, not discouraged. Start with changes to something the student likes, then move to neutral changes.
- Limits
- Unplanned changes are uneven across weeks, so planned practice fills gaps; label those data. The goal does not reduce the need for advance warning, which stays in accommodations.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-030.
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Goal
By the annual IEP review date, when an adult shows a change card on their visual schedule and tells them about an unplanned change, the student will start moving to the new activity after using their change step (such as looking at the new schedule, asking one question, holding a comfort item) independently within 2 minutes, on 4 of 5 consecutive changes, as measured by latency recording collected at each unplanned change, with planned practice changes weekly.
Baseline: 10 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
- 10 minutes.
- Annual goal464 characters
- By the annual IEP review date, when an adult shows a change card on their visual schedule and tells them about an unplanned change, the student will start moving to the new activity after using their change step (such as looking at the new schedule, asking one question, holding a comfort item) independently within 2 minutes, on 4 of 5 consecutive changes, as measured by latency recording collected at each unplanned change, with planned practice changes weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult shows a change card on their visual schedule and tells them about an unplanned change
- Behavior
- The student will start moving to the new activity after using their change step (such as looking at the new schedule, asking one question, holding a comfort item) independently
- Criteria
- Within 2 minutes, on 4 of 5 consecutive changes
- Evaluation method
- Latency recording
- Schedule
- At each unplanned change, with planned practice changes 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 2 minutes
- Mastery rule:
- on 4 of 5 consecutive changes
- Collection schedule:
- at each unplanned change, with planned practice changes weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when an adult shows a change card on their visual schedule and tells them about an unplanned change, the student will start moving to the new activity after using their change step (such as looking at the new schedule, asking one question, holding a comfort item) independently within 2 minutes, on 4 of 5 consecutive changes, as measured by latency recording collected at each unplanned change, with planned practice changes weekly.
| 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.