Reach each class before the bell
When to use this goal
For middle school students who come to school but arrive late to several classes a day, lingering in halls, the restroom, or the office. Base the choice on period-by-period tardy data. Find out which classes and why; late arrival often means a class feels hard or unsafe.
- Baseline
- Pull two to four weeks of period tardies and look for patterns by class, time, and route. Ask the student what happens on the way. A crowded hallway or a peer problem calls for a route or timing change. 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
- Count each scheduled class as one opportunity. A short positive greeting at the door works better than a consequence for lateness. Check locker and restroom stops; plan them.
- Limits
- Does not cover the start of the day; see bh-att-002 and bh-att-012. Passing time may be truly too short for some routes or mobility needs; adjust the schedule rather than the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-006.
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Goal
By the annual IEP review date, during passing periods between classes, the student will enter the classroom before the bell rings independently in at least 6 of 7 opportunities, on 4 of 5 consecutive school days, as measured by direct observation collected daily, from teachers' period records.
Baseline: 3 of 7 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 3 of 7 opportunities.
- Annual goal294 characters
- By the annual IEP review date, during passing periods between classes, the student will enter the classroom before the bell rings independently in at least 6 of 7 opportunities, on 4 of 5 consecutive school days, as measured by direct observation collected daily, from teachers' period records.
- Timeframe
- By the annual IEP review date
- Condition
- During passing periods between classes
- Behavior
- The student will enter the classroom before the bell rings independently
- Criteria
- In at least 6 of 7 opportunities, on 4 of 5 consecutive school days
- Evaluation method
- Direct observation
- Schedule
- Daily, from teachers' period records
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 6 of 7 opportunities
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily, from teachers' period records
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during passing periods between classes, the student will enter the classroom before the bell rings independently in at least 6 of 7 opportunities, on 4 of 5 consecutive school days, as measured by direct observation collected daily, from teachers' period records.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | # + (of 7) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 7 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.