Arrive at a work-based learning site on time
When to use this goal
For high school and transition students in work-based learning or community job placements who arrive late or miss shifts, putting the placement at risk. Base the choice on job coach records. Transport is often the main barrier; plan it first.
- Baseline
- Use the job coach's log for three or four weeks: arrival time, how the student got there, and what went wrong on late days. 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 each scheduled shift as met when the student checked in by the start time. Calling in ahead when sick is a separate skill (bh-att-014).
- Limits
- Transport problems outside the student's control are recorded separately. Does not measure work performance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-017.
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Goal
By the annual IEP review date, on scheduled work-based learning days, using their transport plan, the student will arrive at the work site and clock in or check in by the shift start time independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected each shift, from the job coach's log.
Baseline: 2 of 6 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
- 2 of 6 opportunities.
- Annual goal345 characters
- By the annual IEP review date, on scheduled work-based learning days, using their transport plan, the student will arrive at the work site and clock in or check in by the shift start time independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected each shift, from the job coach's log.
- Timeframe
- By the annual IEP review date
- Condition
- On scheduled work-based learning days, using their transport plan
- Behavior
- The student will arrive at the work site and clock in or check in by the shift start time independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Each shift, from the job coach's log
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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- each shift, from the job coach's log
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, on scheduled work-based learning days, using their transport plan, the student will arrive at the work site and clock in or check in by the shift start time independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected each shift, from the job coach's log.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.