Build back class periods after an extended absence
When to use this goal
For high school students returning after a long absence (a hospital stay, a mental health treatment program, a family crisis) on a planned schedule that adds classes over several weeks. Base the choice on the re-entry plan agreed with the student, family, and any treatment providers.
- Baseline
- The baseline is the first week's schedule. Agree on each step with the student, family, and providers, and on what happens after a setback. 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 class periods present each week. Time in the safe space during a scheduled class counts. Move to the next step only after a steady week.
- Limits
- Health and treatment needs come first; the schedule may slow down. Counts do not show learning; plan credit recovery separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-018.
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Goal
By the annual IEP review date, during each week of the re-entry schedule, the student will be present for the class periods on that week's re-entry schedule independently at least 28 times per 5-day school week, across 2 consecutive weeks at each re-entry step, as measured by frequency recording collected daily, from period attendance.
Baseline: 8 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
- 8 times per 5-day school week.
- Annual goal337 characters
- By the annual IEP review date, during each week of the re-entry schedule, the student will be present for the class periods on that week's re-entry schedule independently at least 28 times per 5-day school week, across 2 consecutive weeks at each re-entry step, as measured by frequency recording collected daily, from period attendance.
- Timeframe
- By the annual IEP review date
- Condition
- During each week of the re-entry schedule
- Behavior
- The student will be present for the class periods on that week's re-entry schedule independently
- Criteria
- At least 28 times per 5-day school week, across 2 consecutive weeks at each re-entry step
- Evaluation method
- Frequency recording
- Schedule
- Daily, from period attendance
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 28 times per 5-day school week
- Mastery rule:
- across 2 consecutive weeks at each re-entry step
- Collection schedule:
- daily, from period attendance
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during each week of the re-entry schedule, the student will be present for the class periods on that week's re-entry schedule independently at least 28 times per 5-day school week, across 2 consecutive weeks at each re-entry step, as measured by frequency recording collected daily, from period attendance.
| 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.