Start playing soon after choosing a center
When to use this goal
For preschoolers who choose a center but then wander, watch, or stand by an adult for a long time before playing. Base the choice on center observation. Watching first is a fine strategy; the goal shortens the wait so the student gets more play time.
- Baseline
- For 5 center times, time from arrival at the chosen center to the first play action. Note what the student does while waiting and which centers they start at fastest.
- Tips
- Start timing when the student reaches the center and stop at the first play action with materials. Watching peers before joining is common and should not be discouraged; the target simply shortens it. Keep starter pictures simple and match them to the student's interests.
- Limits
- Busy or loud centers may slow starts for sensory reasons; offer quieter times. Latency does not measure how long play lasts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-035.
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Goal
By the annual IEP review date, during center time after they choose a center from the center board, the student will start playing at the chosen center (such as picking up materials or joining an action) after arriving there independently within 30 seconds, across 3 consecutive data collection days, as measured by latency recording collected three times per week.
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 Play & Social Participation.
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 - Play & Social Participation
- Baseline
- 120 seconds.
- Annual goal365 characters
- By the annual IEP review date, during center time after they choose a center from the center board, the student will start playing at the chosen center (such as picking up materials or joining an action) after arriving there independently within 30 seconds, across 3 consecutive data collection days, as measured by latency recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During center time after they choose a center from the center board
- Behavior
- The student will start playing at the chosen center (such as picking up materials or joining an action) after arriving there independently
- Criteria
- Within 30 seconds, across 3 consecutive data collection days
- Evaluation method
- Latency recording
- Schedule
- Three times per week
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:
- across 3 consecutive data collection days
- Collection schedule:
- three times per week
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during center time after they choose a center from the center board, the student will start playing at the chosen center (such as picking up materials or joining an action) after arriving there independently within 30 seconds, across 3 consecutive data collection days, as measured by latency recording collected three times per week.
| 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.