Ask a coworker soon after a work problem starts
When to use this goal
For students on a job site who do ask for help eventually but stand idle for many minutes first, which supervisors may read as low effort. Present levels decide fit. This goal measures how quickly the help request starts, in any mode.
- Baseline
- Time from the moment the task stops (the job coach can see the problem) to the start of any help request, across 3 to 5 events. Note what the student did while waiting; some students are processing or are unsure whether asking is allowed.
- Tips
- Start timing when the problem is clear to the observer and stop at the first help request. Checking a task card first is a good strategy and does not reset the clock. Tell the employer this goal exists so asking is welcomed.
- Limits
- The start point needs judgment; agree on it with the job coach. Latency does not show whether the request was clear; pair with the coworker opportunities goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-025.
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Goal
By the annual IEP review date, at a work site when a task stops because of a missing item, broken equipment, or an unclear direction, the student will start a help request to a coworker or supervisor by walking over, messaging, or showing a help card independently within 2 minutes, on 4 of 5 consecutive shifts, as measured by latency recording collected during each work shift.
Baseline: 8 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 Requesting Help.
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 - Requesting Help
- Baseline
- 8 minutes.
- Annual goal379 characters
- By the annual IEP review date, at a work site when a task stops because of a missing item, broken equipment, or an unclear direction, the student will start a help request to a coworker or supervisor by walking over, messaging, or showing a help card independently within 2 minutes, on 4 of 5 consecutive shifts, as measured by latency recording collected during each work shift.
- Timeframe
- By the annual IEP review date
- Condition
- At a work site when a task stops because of a missing item, broken equipment, or an unclear direction
- Behavior
- The student will start a help request to a coworker or supervisor by walking over, messaging, or showing a help card independently
- Criteria
- Within 2 minutes, on 4 of 5 consecutive shifts
- Evaluation method
- Latency recording
- Schedule
- During each work shift
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 shifts
- Collection schedule:
- during each work shift
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, at a work site when a task stops because of a missing item, broken equipment, or an unclear direction, the student will start a help request to a coworker or supervisor by walking over, messaging, or showing a help card independently within 2 minutes, on 4 of 5 consecutive shifts, as measured by latency recording collected during each work shift.
| 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.