Complete the daily check-in and check-out routine
When to use this goal
For students on a check-in/check-out (CICO) plan who miss the morning check-in, lose the point sheet, or skip the afternoon check-out, so the plan never runs as designed. Fit depends on whether the school runs CICO and whether behavior data show the student responds to adult feedback, not on grade.
- Baseline
- During the first two weeks of the plan, have the check-in adult mark each step daily. Look for the step that breaks the chain; the family signature and the check-out visit are common gaps. Missing steps at the start of the plan usually mean the routine was not taught, so teach it with practice before counting.
- Tips
- This template measures the routine; pair it with bh-cls-034 for the points themselves. The check-in adult should be someone the student likes; the morning greeting is part of what makes CICO work. If the family cannot sign, agree on another adult who can, so the student is not marked down for something outside their control.
- Limits
- Completing the routine does not mean the behavior targets are met. CICO is designed for students who respond to adult attention; for escape-maintained behavior a different plan may fit better.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-032.
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Goal
By the annual IEP review date, on each school day of the check-in/check-out plan, from arrival to dismissal, the student will complete the check-in and check-out routine with the assigned adult, performing all 8 steps independently, on 8 of 10 consecutive school days, as measured by a task-analysis checklist collected daily, summarized every two weeks.
Baseline: 4 of 8 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 Classroom Expectations & Routines.
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 - Classroom Expectations & Routines
- Baseline
- 4 of 8 steps independently.
- Annual goal354 characters
- By the annual IEP review date, on each school day of the check-in/check-out plan, from arrival to dismissal, the student will complete the check-in and check-out routine with the assigned adult, performing all 8 steps independently, on 8 of 10 consecutive school days, as measured by a task-analysis checklist collected daily, summarized every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- On each school day of the check-in/check-out plan, from arrival to dismissal
- Behavior
- The student will complete the check-in and check-out routine with the assigned adult
- Criteria
- Performing all 8 steps independently, on 8 of 10 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, summarized every two weeks
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 all 8 steps independently
- Mastery rule:
- on 8 of 10 consecutive school days
- Collection schedule:
- daily, summarized every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on each school day of the check-in/check-out plan, from arrival to dismissal, the student will complete the check-in and check-out routine with the assigned adult, performing all 8 steps independently, on 8 of 10 consecutive school days, as measured by a task-analysis checklist collected daily, summarized every two weeks.
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. Go to the check-in adult before the first bell | ||||||||
| 2. Greet the adult and hand in yesterday's sheet with a family signature | ||||||||
| 3. Take the new point sheet | ||||||||
| 4. Set the day's point goal with the adult | ||||||||
| 5. Hand the sheet to each teacher at the scoring times | ||||||||
| 6. Go to the check-out adult before dismissal | ||||||||
| 7. Total the day's points with the adult | ||||||||
| 8. Put the sheet in the take-home folder | ||||||||
| 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: 8 of 8).
- 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.