Follow a re-entry routine after an absence
When to use this goal
For middle school students who stay away longer after a missed day because returning feels overwhelming (missed work, questions from peers). Base the choice on attendance patterns showing absences that stretch into several days. The routine makes coming back predictable.
- Baseline
- Review recent returns with the student: what was hardest about coming back. Ask teachers to agree on reduced make-up loads where 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.
- Tips
- Teachers agree in advance to trim make-up work to what matters most. Score each return day. A warm welcome back from staff is part of the plan.
- Limits
- Returns are uneven in timing; practice the routine once early. Does not measure completing the work; see bh-att-009.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-008.
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Goal
By the annual IEP review date, on the first day back after an absence of one or more days, the student will complete the re-entry steps on the first day back, performing at least 5 of 6 steps independently, across 3 consecutive returns, as measured by a task-analysis checklist collected on each return day.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 1 of 6 steps independently.
- Annual goal307 characters
- By the annual IEP review date, on the first day back after an absence of one or more days, the student will complete the re-entry steps on the first day back, performing at least 5 of 6 steps independently, across 3 consecutive returns, as measured by a task-analysis checklist collected on each return day.
- Timeframe
- By the annual IEP review date
- Condition
- On the first day back after an absence of one or more days
- Behavior
- The student will complete the re-entry steps on the first day back
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive returns
- Evaluation method
- A task-analysis checklist
- Schedule
- On each return day
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive returns
- Collection schedule:
- on each return day
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on the first day back after an absence of one or more days, the student will complete the re-entry steps on the first day back, performing at least 5 of 6 steps independently, across 3 consecutive returns, as measured by a task-analysis checklist collected on each return day.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Checks in at the office or with the check-in adult | ||||||||
| 2. Gets the missed-work list from the online class page or the case manager | ||||||||
| 3. Marks which missed work is required and which is excused, with the case manager | ||||||||
| 4. Talks with each teacher or sends a message about a catch-up date | ||||||||
| 5. Writes the catch-up dates in their planner | ||||||||
| 6. Uses a script for peer questions ("I was out, I'm back now") | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.