Wake up and leave home with an alarm
When to use this goal
For high school and transition students who rely on a family member to wake them and get them out the door, which will not last after school ends. Present levels decide fit. The student designs the routine and alarms.
- Baseline
- Ask the student and family to log one normal week. Note which step slows things down. 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
- The student chooses alarm sounds and places. Score from the student's log and the family's check. Sleep problems are a health question.
- Limits
- Self-report and family report vary. Does not measure arrival at school; see bh-att-012.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-013.
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Goal
By the annual IEP review date, on school mornings at home, using their own phone or clock alarms, the student will complete the wake-up and leave-home steps using their own alarms, performing at least 5 of 6 steps independently, on 4 of 5 school mornings for 3 consecutive weeks, as measured by a task-analysis checklist collected daily, from the student's log and family check.
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 goal378 characters
- By the annual IEP review date, on school mornings at home, using their own phone or clock alarms, the student will complete the wake-up and leave-home steps using their own alarms, performing at least 5 of 6 steps independently, on 4 of 5 school mornings for 3 consecutive weeks, as measured by a task-analysis checklist collected daily, from the student's log and family check.
- Timeframe
- By the annual IEP review date
- Condition
- On school mornings at home, using their own phone or clock alarms
- Behavior
- The student will complete the wake-up and leave-home steps using their own alarms
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 school mornings for 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, from the student's log and family check
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:
- on 4 of 5 school mornings for 3 consecutive weeks
- Collection schedule:
- daily, from the student's log and family check
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on school mornings at home, using their own phone or clock alarms, the student will complete the wake-up and leave-home steps using their own alarms, performing at least 5 of 6 steps independently, on 4 of 5 school mornings for 3 consecutive weeks, as measured by a task-analysis checklist collected daily, from the student's log and family check.
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. Sets alarms the night before (wake-up, halfway, leave time) | ||||||||
| 2. Gets out of bed by the second alarm | ||||||||
| 3. Gets ready (wash, dress, eat or pack food) | ||||||||
| 4. Checks that phone, ID, and bag are packed | ||||||||
| 5. Leaves the house by the leave-time alarm | ||||||||
| 6. Texts or tells the family they have left, if that is the family's plan | ||||||||
| 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.