Unmute or message quickly when lost in an online class
When to use this goal
For students who do ask for help in online classes but only after long periods of being lost, so they miss whole sections. Present levels decide fit. This goal measures how fast the help request starts; chat, raise-hand, unmuting, or a private message all count.
- Baseline
- In 3 online classes, a staff member or the teacher notes when the student first seems lost (no typing, wrong tab, stops responding) and when the first help request starts. Ask the student what stops them from asking sooner.
- Tips
- Start timing when the student is clearly off track and stop at the first request. A private message is often easier than speaking in front of peers. Reply to every help message.
- Limits
- The start point is hard to see online; use school-based practice sessions to check. Latency does not measure the quality of the request.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-028.
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Goal
By the annual IEP review date, during a live online class when they miss a direction or cannot find the assignment, the student will start a help request by unmuting, using the raise-hand tool, or sending a chat or private message to the teacher independently within 2 minutes, across 3 consecutive weeks, as measured by latency recording collected 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 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
- 10 minutes.
- Annual goal356 characters
- By the annual IEP review date, during a live online class when they miss a direction or cannot find the assignment, the student will start a help request by unmuting, using the raise-hand tool, or sending a chat or private message to the teacher independently within 2 minutes, across 3 consecutive weeks, as measured by latency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a live online class when they miss a direction or cannot find the assignment
- Behavior
- The student will start a help request by unmuting, using the raise-hand tool, or sending a chat or private message to the teacher independently
- Criteria
- Within 2 minutes, across 3 consecutive weeks
- Evaluation method
- Latency recording
- Schedule
- 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:
- across 3 consecutive weeks
- Collection schedule:
- weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during a live online class when they miss a direction or cannot find the assignment, the student will start a help request by unmuting, using the raise-hand tool, or sending a chat or private message to the teacher independently within 2 minutes, across 3 consecutive weeks, as measured by latency recording collected 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.