Wait for the dismissal signal before packing up
When to use this goal
For secondary students who pack up early, line up at the door, or leave before the teacher dismisses the class, missing the closing directions or homework. Fit depends on observation of the last minutes of class, not grade.
- Baseline
- Observe the end of one class daily for a week and record when packing started relative to the signal. Packing more than a minute early is the usual problem. Check whether the teacher's dismissal signal is clear and the same every day.
- Tips
- Give the class a predictable closing routine (homework posted, a 2-minute warning, the signal). If packing early comes from worry about being late to the next class, a hallway pass or an early-release accommodation may solve it better than a goal.
- Limits
- Measured in one class at a time; generalize by rotating the observed period. Does not measure what the student does in the hallway after.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-047.
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Goal
By the annual IEP review date, during the last 5 minutes of each class period, the student will keep working or listening until the teacher gives the dismissal signal and then pack up independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected one class period daily, summarized 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. 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 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
- 1 of 5 opportunities.
- Annual goal362 characters
- By the annual IEP review date, during the last 5 minutes of each class period, the student will keep working or listening until the teacher gives the dismissal signal and then pack up independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected one class period daily, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During the last 5 minutes of each class period
- Behavior
- The student will keep working or listening until the teacher gives the dismissal signal and then pack up independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- One class period daily, summarized 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 3 consecutive weekly data summaries
- Collection schedule:
- one class period daily, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during the last 5 minutes of each class period, the student will keep working or listening until the teacher gives the dismissal signal and then pack up independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected one class period daily, summarized 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.