Get ready before the morning ride arrives
When to use this goal
For older students who know their morning self-care steps but take so long that they miss the bus, paratransit, or a work shift. Present levels from family-reported times decide fit; teach the steps first if they are not yet learned (fn-dl-020).
- Baseline
- Ask the family to record the alarm time and ready time for 5 mornings, plus the step that took longest. If the routine is not yet learned, use a task analysis first.
- Tips
- Phone alarms for each part (shower, dress, breakfast, bag) help more than one wake-up alarm. Set the target from the ride time backward. Paratransit windows are wide; build in a waiting step.
- Limits
- Relies on family report and on a stable home schedule. Speed is not worth missing steps; check that steps are still complete.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-053.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, from the wake-up alarm to standing ready at the door on a school or program day, as reported by the family, the student will complete the morning self-care routine and be ready at the door with the bag independently within 45 minutes, on 4 of 5 consecutive school or work days, as measured by duration recording collected daily, reported by the family weekly.
Baseline: 75 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Daily Living 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 - Daily Living Skills
- Baseline
- 75 minutes.
- Annual goal390 characters
- By the annual IEP review date, from the wake-up alarm to standing ready at the door on a school or program day, as reported by the family, the student will complete the morning self-care routine and be ready at the door with the bag independently within 45 minutes, on 4 of 5 consecutive school or work days, as measured by duration recording collected daily, reported by the family weekly.
- Timeframe
- By the annual IEP review date
- Condition
- From the wake-up alarm to standing ready at the door on a school or program day, as reported by the family
- Behavior
- The student will complete the morning self-care routine and be ready at the door with the bag independently
- Criteria
- Within 45 minutes, on 4 of 5 consecutive school or work days
- Evaluation method
- Duration recording
- Schedule
- Daily, reported by the family weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- within 45 minutes
- Mastery rule:
- on 4 of 5 consecutive school or work days
- Collection schedule:
- daily, reported by the family weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, from the wake-up alarm to standing ready at the door on a school or program day, as reported by the family, the student will complete the morning self-care routine and be ready at the door with the bag independently within 45 minutes, on 4 of 5 consecutive school or work days, as measured by duration recording collected daily, reported by the family weekly.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at or below the target (45 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.