Make a choice within a set time
When to use this goal
For students who can choose but freeze or wait for the adult to choose for them when options are offered. Not for students who need extra time because of motor or AAC access; for them, time from the cue to the start of the response and allow the access time. Present levels, not grade, decide fit.
- Baseline
- Time 5 to 8 offered choices from the end of the offer to the start of the student's response. Note what happens at the longest waits (asks the adult to pick, says I don't care, no response) because that shapes the support.
- Tips
- Every option offered must be acceptable, so any choice is right. Avoid choices where the student is guessing what the adult wants. Faster is the goal only for everyday choices; big decisions use tn-sd-005 or tn-sd-007.
- Limits
- A quick answer is not always a considered one. Latency can rise when the student is tired or anxious, so note those days rather than counting them as regression.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-010.
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Goal
By the annual IEP review date, when offered two or three real options by a staff member, such as which task to do first or where to sit for a work session, the student will respond with a choice by speaking, pointing, signing or using a device independently within 15 seconds, on 4 of 5 consecutive observed choices, as measured by latency recording collected daily at two planned choice points.
Baseline: 60 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 Self-Determination.
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 - Self-Determination
- Baseline
- 60 seconds.
- Annual goal395 characters
- By the annual IEP review date, when offered two or three real options by a staff member, such as which task to do first or where to sit for a work session, the student will respond with a choice by speaking, pointing, signing or using a device independently within 15 seconds, on 4 of 5 consecutive observed choices, as measured by latency recording collected daily at two planned choice points.
- Timeframe
- By the annual IEP review date
- Condition
- When offered two or three real options by a staff member, such as which task to do first or where to sit for a work session
- Behavior
- The student will respond with a choice by speaking, pointing, signing or using a device independently
- Criteria
- Within 15 seconds, on 4 of 5 consecutive observed choices
- Evaluation method
- Latency recording
- Schedule
- Daily at two planned choice points
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 consecutive observed choices
- Collection schedule:
- daily at two planned choice points
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when offered two or three real options by a staff member, such as which task to do first or where to sit for a work session, the student will respond with a choice by speaking, pointing, signing or using a device independently within 15 seconds, on 4 of 5 consecutive observed choices, as measured by latency recording collected daily at two planned choice points.
| 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.