Arrive for first period on time
When to use this goal
For high school students who often miss or arrive late to first period, losing credit in that class. Base the choice on first-period records and the student's own account of mornings. Look at sleep, transport, work, and caregiving duties first.
- Baseline
- Pull six weeks of first-period records and ask the student what a typical late morning looks like. 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 the days the student was in first period before the bell. The student helps set the target and the plan. Schedule changes (a later first class) are a fair support.
- Limits
- Real barriers (work, caregiving, transport) need practical solutions, not only skills. Weeks with fewer than five days are scored as a share of the days.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-012.
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Goal
By the annual IEP review date, on school days, with their own wake-up alarm and transport plan, the student will be in their first-period classroom before the bell independently at least 4 times per 5-day school week, across 6 consecutive weeks, as measured by frequency recording collected daily, from first-period records, reviewed weekly.
Baseline: 2 times per 5-day school week.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 times per 5-day school week.
- Annual goal341 characters
- By the annual IEP review date, on school days, with their own wake-up alarm and transport plan, the student will be in their first-period classroom before the bell independently at least 4 times per 5-day school week, across 6 consecutive weeks, as measured by frequency recording collected daily, from first-period records, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- On school days, with their own wake-up alarm and transport plan
- Behavior
- The student will be in their first-period classroom before the bell independently
- Criteria
- At least 4 times per 5-day school week, across 6 consecutive weeks
- Evaluation method
- Frequency recording
- Schedule
- Daily, from first-period records, reviewed weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 4 times per 5-day school week
- Mastery rule:
- across 6 consecutive weeks
- Collection schedule:
- daily, from first-period records, reviewed weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, on school days, with their own wake-up alarm and transport plan, the student will be in their first-period classroom before the bell independently at least 4 times per 5-day school week, across 6 consecutive weeks, as measured by frequency recording collected daily, from first-period records, reviewed weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 5-day school week.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.