Start each morning task at the app alert
When to use this goal
For young adults who know the steps of their morning but lose time between them, so they leave late for work or the program. The app alert is the cue; present levels in using a phone and the student's own schedule decide fit, not grade.
- Baseline
- Record the time from each alert to the start of the task on 3 mornings, then use the median. The family can log times in a shared note; agree on what counts as starting each task.
- Tips
- Let the student choose the alert sounds, photos, and order. If tasks start on time but run long, a duration goal for that task fits better.
- Limits
- Home data depend on the family. A late night, illness, or a change in medication can shift mornings for reasons outside the goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-052.
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Goal
By the annual IEP review date, when each morning alert in the student's schedule app sounds (such as shower, dress, breakfast, leave), at home, the student will start the task named in the alert independently within 2 minutes, on 4 of 5 consecutive mornings, as measured by latency recording collected on 2 or 3 mornings per week, by family or staff report.
Baseline: 9 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 Independent Living.
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
- Transition & Postsecondary Skills - Independent Living
- Baseline
- 9 minutes.
- Annual goal357 characters
- By the annual IEP review date, when each morning alert in the student's schedule app sounds (such as shower, dress, breakfast, leave), at home, the student will start the task named in the alert independently within 2 minutes, on 4 of 5 consecutive mornings, as measured by latency recording collected on 2 or 3 mornings per week, by family or staff report.
- Timeframe
- By the annual IEP review date
- Condition
- When each morning alert in the student's schedule app sounds (such as shower, dress, breakfast, leave), at home
- Behavior
- The student will start the task named in the alert independently
- Criteria
- Within 2 minutes, on 4 of 5 consecutive mornings
- Evaluation method
- Latency recording
- Schedule
- On 2 or 3 mornings per week, by family or staff report
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 mornings
- Collection schedule:
- on 2 or 3 mornings per week, by family or staff report
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when each morning alert in the student's schedule app sounds (such as shower, dress, breakfast, leave), at home, the student will start the task named in the alert independently within 2 minutes, on 4 of 5 consecutive mornings, as measured by latency recording collected on 2 or 3 mornings per week, by family or staff report.
| 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.