Walk into school from the drop-off spot
When to use this goal
For upper elementary students who arrive with a caregiver but cry, cling, or stay in the car for a long time before going in, so they miss the start of the day. Base the choice on timed drop-off observation and the family's account. Anxiety is the usual reason; the plan includes coping steps the student chose.
- Baseline
- Time 5 or more drop-offs from the car stopping to the student starting to walk in. Ask the family what the evening and morning were like, and ask the student what is hard about going in. Before writing the goal, find out why school is being missed (anxiety, a hard class, peer problems, health, sleep, caregiving, transport) with the student and family, and build the support plan around that reason.
- Tips
- Keep goodbyes short and the same each day. The staff member greets warmly and moves into a calm first activity. Timing starts when the car stops and ends when the student starts walking in.
- Limits
- Measures the drop-off only. Persistent distress needs the school psychologist or counselor and, often, outside support for the student and family.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-004.
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Goal
By the annual IEP review date, at morning drop-off, with a staff member meeting the student at the curb, the student will say goodbye using their goodbye routine and start walking into school independently within 3 minutes, on 4 of 5 consecutive school days, as measured by latency recording collected daily.
Baseline: 15 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 School Attendance & Punctuality.
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
- Behavior & Classroom Expectations - School Attendance & Punctuality
- Baseline
- 15 minutes.
- Annual goal308 characters
- By the annual IEP review date, at morning drop-off, with a staff member meeting the student at the curb, the student will say goodbye using their goodbye routine and start walking into school independently within 3 minutes, on 4 of 5 consecutive school days, as measured by latency recording collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- At morning drop-off, with a staff member meeting the student at the curb
- Behavior
- The student will say goodbye using their goodbye routine and start walking into school independently
- Criteria
- Within 3 minutes, on 4 of 5 consecutive school days
- Evaluation method
- Latency recording
- Schedule
- Daily
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 3 minutes
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, at morning drop-off, with a staff member meeting the student at the curb, the student will say goodbye using their goodbye routine and start walking into school independently within 3 minutes, on 4 of 5 consecutive school days, as measured by latency recording collected daily.
| 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.