Start a routine when its name is said
When to use this goal
For preschool students who join routines only after a gesture, a physical prompt, or seeing peers move. Starting the routine when its word is spoken ("snack", "outside", "wash hands") shows the student links the word to the event. Base the choice on classroom observation and hearing status (check hearing first).
- Baseline
- Pick two or three routines and time from the end of the spoken word to the first move toward the routine, on several days. Record whether peers moving or a gesture came before the student moved, because those cues shorten latency for reasons that are not about the word.
- Tips
- Start timing at the end of the routine word and stop at the first clear move toward the routine. Average the timings for the day. Give the word before peers start moving when possible. Faster is not the point for its own sake: the shrinking time shows that the word alone is enough. Accept any reasonable route or pace.
- Limits
- Latency also reflects motivation, motor planning, and what the student is doing when the word is said. A student who is absorbed in play may take longer even when the word is known. Hearing, vision, or motor needs should be ruled out or accommodated first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-027.
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Goal
By the annual IEP review date, when an adult says the name of a familiar routine (such as "Time for snack" or "Wash hands") without pointing or showing an object, the student will begin moving toward or starting the named routine (such as walking to the sink or getting their coat) independently within 15 seconds, on 4 of 5 observed days, as measured by latency recording collected three times weekly during two classroom routines.
Baseline: 40 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 Receptive Language.
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
- Speech & Language - Receptive Language
- Baseline
- 40 seconds.
- Annual goal432 characters
- By the annual IEP review date, when an adult says the name of a familiar routine (such as "Time for snack" or "Wash hands") without pointing or showing an object, the student will begin moving toward or starting the named routine (such as walking to the sink or getting their coat) independently within 15 seconds, on 4 of 5 observed days, as measured by latency recording collected three times weekly during two classroom routines.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult says the name of a familiar routine (such as "Time for snack" or "Wash hands") without pointing or showing an object
- Behavior
- The student will begin moving toward or starting the named routine (such as walking to the sink or getting their coat) independently
- Criteria
- Within 15 seconds, on 4 of 5 observed days
- Evaluation method
- Latency recording
- Schedule
- Three times weekly during two classroom routines
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 15 seconds
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- three times weekly during two classroom routines
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when an adult says the name of a familiar routine (such as "Time for snack" or "Wash hands") without pointing or showing an object, the student will begin moving toward or starting the named routine (such as walking to the sink or getting their coat) independently within 15 seconds, on 4 of 5 observed days, as measured by latency recording collected three times weekly during two classroom routines.
| 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.