Check the wallet before leaving for the community
When to use this goal
For transition-age students in community-based instruction who reach the bus, store, or job without their ID, pass, money, or phone. The items should be ones the student uses. Present levels, not grade, decide the number of items checked.
- Baseline
- For each trip over two weeks, record whether the student checked items without a prompt and whether anything was missing at the destination.
- Tips
- Use the student's real wallet, phone case, or lanyard. Staff wait at the door and watch before prompting. A missing item at the destination is a teachable moment, not a punishment; staff carry backups for safety.
- Limits
- Staff must always ensure the student can get home safely; this goal never replaces that. Does not measure using the items in the community.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-031.
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Goal
By the annual IEP review date, before leaving school for a community-based instruction trip, the student will check that the student ID, bus pass or card, money or payment card, and phone are in the wallet or kit independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected at each community trip or shift.
Baseline: 1 of 6 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 Organization.
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
- Executive Function - Organization
- Baseline
- 1 of 6 opportunities.
- Annual goal373 characters
- By the annual IEP review date, before leaving school for a community-based instruction trip, the student will check that the student ID, bus pass or card, money or payment card, and phone are in the wallet or kit independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected at each community trip or shift.
- Timeframe
- By the annual IEP review date
- Condition
- Before leaving school for a community-based instruction trip
- Behavior
- The student will check that the student ID, bus pass or card, money or payment card, and phone are in the wallet or kit independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Direct observation
- Schedule
- At each community trip or shift
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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- at each community trip or shift
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, before leaving school for a community-based instruction trip, the student will check that the student ID, bus pass or card, money or payment card, and phone are in the wallet or kit independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected at each community trip or shift.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.