Track own attendance on a weekly graph
When to use this goal
For middle school students who underestimate how much school they miss, or who want to see their progress. Present levels decide fit. The student keeps the graph; it is a tool for the student, not a record for consequences.
- Baseline
- Ask the student to estimate last month's attendance and then compare with the record together; the gap is often a useful starting point. Choose the tracker with the student. Record absences for illness, medical appointments, and family emergencies separately; they are never counted against the student.
- Tips
- Count a school day as met when the tracker entry was made (for absent days, on the next day back). Pair with a goal the student sets (bh-att-016). Excused absences are marked differently.
- Limits
- Tracking does not raise attendance by itself; it works with the support plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-011.
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Goal
By the annual IEP review date, at the end of each school day, using a paper or digital attendance tracker, the student will record whether they were at school, on time, and in each class, and update their weekly graph independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, reviewed weekly.
Baseline: 1 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
- 1 of 5 opportunities.
- Annual goal361 characters
- By the annual IEP review date, at the end of each school day, using a paper or digital attendance tracker, the student will record whether they were at school, on time, and in each class, and update their weekly graph independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of each school day, using a paper or digital attendance tracker
- Behavior
- The student will record whether they were at school, on time, and in each class, and update their weekly graph independently
- Criteria
- In at least 4 of 5 opportunities, across 4 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily, reviewed weekly
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
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the end of each school day, using a paper or digital attendance tracker, the student will record whether they were at school, on time, and in each class, and update their weekly graph independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, reviewed weekly.
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.