Complete daily check-in and check-out with a mentor
When to use this goal
For middle school students who miss days or leave early and who respond to a daily relationship with one adult, such as a check-in and check-out program. Base the choice on attendance records and student interest. The mentor is someone the student trusts.
- Baseline
- Use four to six weeks of attendance and early-leave records. Ask the student what would make a mentor helpful. 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
- Count a day as met when the student did both check-in and check-out. The day card can carry a simple class-by-class rating. Keep it encouraging; the program fails when it turns into a list of problems.
- Limits
- Works only if the mentor is reliable; a missed check-in on the adult's side is not the student's miss. Not enough alone for anxiety-based avoidance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-007.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, on each school day, with morning check-in and afternoon check-out times with their mentor, the student will check in with their mentor in the morning and check out before leaving at the end of the day independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, reviewed weekly with the student.
Baseline: 2 of 5 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
- 2 of 5 opportunities.
- Annual goal392 characters
- By the annual IEP review date, on each school day, with morning check-in and afternoon check-out times with their mentor, the student will check in with their mentor in the morning and check out before leaving at the end of the day independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, reviewed weekly with the student.
- Timeframe
- By the annual IEP review date
- Condition
- On each school day, with morning check-in and afternoon check-out times with their mentor
- Behavior
- The student will check in with their mentor in the morning and check out before leaving at the end of the day independently
- Criteria
- In at least 4 of 5 opportunities, across 4 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily, reviewed weekly with the student
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 4 of 5 opportunities
- Mastery rule:
- across 4 consecutive weeks
- Collection schedule:
- daily, reviewed weekly with the student
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, on each school day, with morning check-in and afternoon check-out times with their mentor, the student will check in with their mentor in the morning and check out before leaving at the end of the day independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, reviewed weekly with the student.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.