Follow the substitute-day routine
When to use this goal
For students whose behavior falls apart on substitute days: refusing the sub's directions, testing rules, or leaving. Scores a short substitute-day routine as steps, with the student's own plan card doing part of the work. Base the choice on the last few substitute days. Following a single direction from an unfamiliar adult is bh-dir-003.
- Baseline
- Pull notes from the last 3 to 5 substitute days and score them against the checklist as well as memory allows. Make the plan card with the student (their words, their picture of the break spot). Tell the office the student's class should flag substitutes to the case manager.
- Tips
- The plan card belongs to the student and reads as a help to the sub, not a warning. Substitutes score steps 1 to 5 on a slip left in the plan folder; the case manager scores step 6. A substitute who ignores the card is not the student's failure; note it and score only the steps the student could do.
- Limits
- Substitute days are unpredictable and rare in some classes; mastery is counted in days, which may take a semester. Substitutes vary widely, which adds noise.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-023.
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Goal
By the annual IEP review date, on a day when a substitute teacher is in the classroom and the student has a substitute-day plan card, the student will complete the substitute-day routine steps, performing at least 5 of 6 steps independently, on 4 of 5 consecutive substitute days, as measured by a task-analysis checklist collected each substitute day, scored by the substitute and the case manager.
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 Following Adult Directions.
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 - Following Adult Directions
- Baseline
- 2 of 6 steps independently.
- Annual goal399 characters
- By the annual IEP review date, on a day when a substitute teacher is in the classroom and the student has a substitute-day plan card, the student will complete the substitute-day routine steps, performing at least 5 of 6 steps independently, on 4 of 5 consecutive substitute days, as measured by a task-analysis checklist collected each substitute day, scored by the substitute and the case manager.
- Timeframe
- By the annual IEP review date
- Condition
- On a day when a substitute teacher is in the classroom and the student has a substitute-day plan card
- Behavior
- The student will complete the substitute-day routine steps
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive substitute days
- Evaluation method
- A task-analysis checklist
- Schedule
- Each substitute day, scored by the substitute and the case manager
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 at least 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive substitute days
- Collection schedule:
- each substitute day, scored by the substitute and the case manager
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on a day when a substitute teacher is in the classroom and the student has a substitute-day plan card, the student will complete the substitute-day routine steps, performing at least 5 of 6 steps independently, on 4 of 5 consecutive substitute days, as measured by a task-analysis checklist collected each substitute day, scored by the substitute and the case manager.
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. Shows the substitute the plan card (name, seat, break card, who to call) at the start | ||||||||
| 2. Sits in the assigned seat | ||||||||
| 3. Follows the substitute's first direction within 15 seconds | ||||||||
| 4. Uses the break card instead of leaving if upset | ||||||||
| 5. Follows the posted class routine for the period | ||||||||
| 6. Checks in with the named familiar adult at the end of the period or day | ||||||||
| 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: 5 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.