Reset and restart after a wrong answer on practice software
When to use this goal
For students who slam the device, shut it, or quit when practice software marks an answer wrong, resets a level, or a timer runs out. Present levels decide fit, not grade. Works with any program the class already uses.
- Baseline
- Watch 3 to 5 practice sessions and time from the wrong-answer signal to the next answer attempt, noting what the student did in between. Check that the program level is right; constant errors mean the level needs changing first.
- Tips
- Time from the wrong-answer sound or screen to the student's next attempt. Score the median of the first three errors in each session. Turning off sounds that mark wrong answers is a reasonable accommodation and does not end the goal.
- Limits
- Programs differ in how errors are shown, so keep the program constant while measuring. The goal does not measure accuracy on the program.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-037.
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Goal
By the annual IEP review date, during a 15-minute practice session on class software when the program marks an answer wrong or a timer runs out, the student will start the next item or restart the level after using a reset strategy of their choice (such as three breaths, a stretch, a squeeze ball) independently within 30 seconds, on 4 of 5 consecutive practice sessions, as measured by latency recording collected twice weekly during practice sessions.
Baseline: 120 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 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
- 120 seconds.
- Annual goal454 characters
- By the annual IEP review date, during a 15-minute practice session on class software when the program marks an answer wrong or a timer runs out, the student will start the next item or restart the level after using a reset strategy of their choice (such as three breaths, a stretch, a squeeze ball) independently within 30 seconds, on 4 of 5 consecutive practice sessions, as measured by latency recording collected twice weekly during practice sessions.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute practice session on class software when the program marks an answer wrong or a timer runs out
- Behavior
- The student will start the next item or restart the level after using a reset strategy of their choice (such as three breaths, a stretch, a squeeze ball) independently
- Criteria
- Within 30 seconds, on 4 of 5 consecutive practice sessions
- Evaluation method
- Latency recording
- Schedule
- Twice weekly during practice sessions
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 30 seconds
- Mastery rule:
- on 4 of 5 consecutive practice sessions
- Collection schedule:
- twice weekly during practice sessions
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute practice session on class software when the program marks an answer wrong or a timer runs out, the student will start the next item or restart the level after using a reset strategy of their choice (such as three breaths, a stretch, a squeeze ball) independently within 30 seconds, on 4 of 5 consecutive practice sessions, as measured by latency recording collected twice weekly during practice sessions.
| 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.