Lock up and check in after arriving home
When to use this goal
For students who are starting to come home from school or work to an empty house. Present levels in using a key or keypad and in sending a short text decide fit. The family writes the home-alone rules; school practice uses a mock door or a transition program apartment.
- Baseline
- Observe the routine on at least 3 occasions before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Include home data from the family if the student already comes home alone, and note whether the lock step or the check-in text is the one missed. The target is every step.
- Tips
- Use the family's own rules and contacts; some families want a call rather than a text. The step about something looking wrong teaches the student to leave and call, never to go in and look. Pair with fn-cs-054 and fn-cs-055.
- Limits
- Home data depends on family report. The goal does not decide whether the student is ready to be home alone; that is the family's call.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-056.
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Goal
By the annual IEP review date, when arriving at the transition program apartment at the end of a practice day, the student will complete the home-alone arrival routine, performing all 6 steps independently, on 4 consecutive arrivals, as measured by a task-analysis checklist collected weekly, from practice and the family's home checklist.
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 Community & Safety Skills.
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
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 2 of 6 steps independently.
- Annual goal339 characters
- By the annual IEP review date, when arriving at the transition program apartment at the end of a practice day, the student will complete the home-alone arrival routine, performing all 6 steps independently, on 4 consecutive arrivals, as measured by a task-analysis checklist collected weekly, from practice and the family's home checklist.
- Timeframe
- By the annual IEP review date
- Condition
- When arriving at the transition program apartment at the end of a practice day
- Behavior
- The student will complete the home-alone arrival routine
- Criteria
- Performing all 6 steps independently, on 4 consecutive arrivals
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly, from practice and the family's home checklist
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 4 consecutive arrivals
- Collection schedule:
- weekly, from practice and the family's home checklist
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when arriving at the transition program apartment at the end of a practice day, the student will complete the home-alone arrival routine, performing all 6 steps independently, on 4 consecutive arrivals, as measured by a task-analysis checklist collected weekly, from practice and the family's home checklist.
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. Checks that no one is close by before unlocking the door | ||||||||
| 2. Unlocks the door and goes in | ||||||||
| 3. Locks the door behind them | ||||||||
| 4. Checks that nothing looks wrong (a broken window, an open door) and leaves to call an adult if it does | ||||||||
| 5. Texts or calls the family to say they are home | ||||||||
| 6. Starts the after-school plan on the home-alone rule card | ||||||||
| 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.