Report an absence to the attendance office
When to use this goal
For high school and transition students who will need to call in to jobs and colleges, and whose absences now go unreported or are reported days later by family. Present levels decide fit. Families still follow school rules for excusing absences; the student's call is added.
- Baseline
- Review recent absences: who reported them and when. Run two practice calls. The student can share as little detail as they wish ("I'm sick", "family matter"). Record absences for illness, medical appointments, and family emergencies separately; they are never counted against the student.
- Tips
- Score each absence or late arrival as met when the student made contact before the start time. This is a work-readiness skill; tie it to transition goals. Families still provide any notes the school requires.
- Limits
- Opportunities depend on absences, which the team hopes are few; practice calls keep the skill up. Some absences (emergencies) cannot be reported ahead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-014.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, on mornings when they will be absent or late, using the attendance line, email, or app, the student will contact the attendance office or supervisor before the start time, give their name, the reason, and when they expect to return independently in 4 of 4 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected at each absence or late arrival, with monthly practice calls.
Baseline: 0 of 4 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. Frequency (event) recording 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
- 0 of 4 opportunities.
- Annual goal446 characters
- By the annual IEP review date, on mornings when they will be absent or late, using the attendance line, email, or app, the student will contact the attendance office or supervisor before the start time, give their name, the reason, and when they expect to return independently in 4 of 4 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected at each absence or late arrival, with monthly practice calls.
- Timeframe
- By the annual IEP review date
- Condition
- On mornings when they will be absent or late, using the attendance line, email, or app
- Behavior
- The student will contact the attendance office or supervisor before the start time, give their name, the reason, and when they expect to return independently
- Criteria
- In 4 of 4 opportunities, across 2 consecutive grading periods
- Evaluation method
- Frequency recording
- Schedule
- At each absence or late arrival, with monthly practice calls
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 4 of 4 opportunities
- Mastery rule:
- across 2 consecutive grading periods
- Collection schedule:
- at each absence or late arrival, with monthly practice calls
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, on mornings when they will be absent or late, using the attendance line, email, or app, the student will contact the attendance office or supervisor before the start time, give their name, the reason, and when they expect to return independently in 4 of 4 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected at each absence or late arrival, with monthly practice calls.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.