Enter school on hard mornings with a plan
When to use this goal
For high school students with anxiety who come to school but sometimes turn around at the door, wait in the car, or text to be picked up on hard mornings. Base the choice on attendance records and the student's own account. The student wrote the coping plan with the school psychologist.
- Baseline
- Ask the student to rate mornings for a few weeks and compare with arrival records. Review what happened on hard mornings and what helped. 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 hard morning as an opportunity, met when the student got to first class or the check-in room. The check-in adult must be reachable at that time. Never shame a hard morning.
- Limits
- Relies on the student's ratings. Anxiety needs counseling support alongside this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-020.
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Goal
By the annual IEP review date, on mornings they rate as hard (4 or 5 on their morning scale), the student will use their coping plan (text the check-in adult, enter through the quiet door, use a breathing step) and go to first class independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected on each hard morning, reviewed weekly.
Baseline: 1 of 5 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
- 1 of 5 opportunities.
- Annual goal402 characters
- By the annual IEP review date, on mornings they rate as hard (4 or 5 on their morning scale), the student will use their coping plan (text the check-in adult, enter through the quiet door, use a breathing step) and go to first class independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected on each hard morning, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- On mornings they rate as hard (4 or 5 on their morning scale)
- Behavior
- The student will use their coping plan (text the check-in adult, enter through the quiet door, use a breathing step) and go to first class independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive grading periods
- Evaluation method
- Frequency recording
- Schedule
- On each hard morning, reviewed weekly
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 4 of 5 opportunities
- Mastery rule:
- across 2 consecutive grading periods
- Collection schedule:
- on each hard morning, reviewed weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, on mornings they rate as hard (4 or 5 on their morning scale), the student will use their coping plan (text the check-in adult, enter through the quiet door, use a breathing step) and go to first class independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected on each hard morning, reviewed weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.