Build up time at school step by step
When to use this goal
For middle school students with anxiety-based school avoidance who come for part of the day or not at all, and whose team has agreed on a step-by-step plan to build up time at school. Base the choice on attendance records and work with the school psychologist and family. Steps are small and planned with the student.
- Baseline
- Use sign-in and sign-out times for four weeks and talk with the student about which parts of the day are hardest. Agree on the first step with the student; it should feel possible. 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. Record absences for illness, medical appointments, and family emergencies separately; they are never counted against the student.
- Tips
- Time in the safe space counts as time at school. Move to the next step only after several good days at the current one. Setbacks are expected; restart at the last step that went well, without blame.
- Limits
- Not a stand-alone plan: anxiety-based avoidance usually needs counseling and family support. Minutes do not show how much instruction the student received.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-005.
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Goal
By the annual IEP review date, on school days, following the planned schedule for that step of the plan, the student will remain at school for the planned part of the day using their coping plan when anxious for at least 300 minutes, on 4 of 5 school days for 2 consecutive weeks, as measured by duration recording collected daily, from sign-in and sign-out times.
Baseline: 90 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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
- 90 minutes.
- Annual goal364 characters
- By the annual IEP review date, on school days, following the planned schedule for that step of the plan, the student will remain at school for the planned part of the day using their coping plan when anxious for at least 300 minutes, on 4 of 5 school days for 2 consecutive weeks, as measured by duration recording collected daily, from sign-in and sign-out times.
- Timeframe
- By the annual IEP review date
- Condition
- On school days, following the planned schedule for that step of the plan
- Behavior
- The student will remain at school for the planned part of the day using their coping plan when anxious
- Criteria
- For at least 300 minutes, on 4 of 5 school days for 2 consecutive weeks
- Evaluation method
- Duration recording
- Schedule
- Daily, from sign-in and sign-out times
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 300 minutes
- Mastery rule:
- on 4 of 5 school days for 2 consecutive weeks
- Collection schedule:
- daily, from sign-in and sign-out times
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, on school days, following the planned schedule for that step of the plan, the student will remain at school for the planned part of the day using their coping plan when anxious for at least 300 minutes, on 4 of 5 school days for 2 consecutive weeks, as measured by duration recording collected daily, from sign-in and sign-out times.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (300 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.