Join the online class on time and ready
When to use this goal
For students in online, hybrid, or homebound instruction who log in late, miss the opening directions, or join without materials. Fit depends on the student's schedule and access, not grade. The family's role in getting the student set up should be agreed and noted.
- Baseline
- Have the teacher mark each step for two weeks of sessions; the platform's join log gives an exact login time. Ask the family or student about the barriers (a shared device, a sibling's class at the same time, a slow connection) before setting a target.
- Tips
- Keep the link in one place that does not change (a pinned page or a desktop shortcut). Older students can set their own alarms; count those as independent. Pair with bh-cls-035 for responding during the lesson.
- Limits
- Internet outages and device failures must be recorded and excluded. The goal does not measure learning during the session. Never tie this goal to camera use.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-036.
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Goal
By the annual IEP review date, at the start of each scheduled live online class, the student will complete the online class start routine before the opening task begins, performing all 6 steps independently, on 8 of 10 consecutive scheduled classes, as measured by a task-analysis checklist collected each live online class, summarized weekly.
Baseline: 2 of 6 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
- 2 of 6 steps independently.
- Annual goal343 characters
- By the annual IEP review date, at the start of each scheduled live online class, the student will complete the online class start routine before the opening task begins, performing all 6 steps independently, on 8 of 10 consecutive scheduled classes, as measured by a task-analysis checklist collected each live online class, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of each scheduled live online class
- Behavior
- The student will complete the online class start routine before the opening task begins
- Criteria
- Performing all 6 steps independently, on 8 of 10 consecutive scheduled classes
- Evaluation method
- A task-analysis checklist
- Schedule
- Each live online class, summarized weekly
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 6 steps independently
- Mastery rule:
- on 8 of 10 consecutive scheduled classes
- Collection schedule:
- each live online class, summarized weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of each scheduled live online class, the student will complete the online class start routine before the opening task begins, performing all 6 steps independently, on 8 of 10 consecutive scheduled classes, as measured by a task-analysis checklist collected each live online class, summarized weekly.
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. Open the class link by the start time | ||||||||
| 2. Mute the microphone on entry | ||||||||
| 3. Have the needed materials open or on the desk | ||||||||
| 4. Read the posted agenda or chat directions | ||||||||
| 5. Answer the attendance check aloud or in the chat | ||||||||
| 6. Start the opening task | ||||||||
| 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: 6 of 6).
- 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.