Follow a bedtime wind-down routine
When to use this goal
For teens whose late nights and morning tiredness affect school, who want to change their routine, and whose family supports a written plan. Present levels and the student's own goals decide fit. The student chooses the steps and the time; the family reports.
- Baseline
- Ask the student to log a normal week without changes. Agree with the family on how to check the log without arguments. The student picks the steps and lights-out time.
- Tips
- The student's own buy-in matters most; let them change steps that do not work. Score each night by the steps done. Weekly review is with the student, not about them.
- Limits
- Self- and family report may be rough. Sleep problems with a medical cause need the family's health provider. This goal never replaces the individualized health plan, medication orders, or an emergency action plan; the nurse, the family, and the student's health care provider decide care, and the goal follows their plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hlt-029.
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Goal
By the annual IEP review date, on school nights at home, as recorded by the student and checked by the family, the student will complete the steps of their chosen wind-down routine by their planned lights-out time, performing at least 5 of 6 steps independently, on 4 of 5 school nights for 3 consecutive weeks, as measured by a task-analysis checklist collected nightly, reviewed weekly.
Baseline: 1 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 Health & Self-Management.
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 - Health & Self-Management
- Baseline
- 1 of 6 steps independently.
- Annual goal388 characters
- By the annual IEP review date, on school nights at home, as recorded by the student and checked by the family, the student will complete the steps of their chosen wind-down routine by their planned lights-out time, performing at least 5 of 6 steps independently, on 4 of 5 school nights for 3 consecutive weeks, as measured by a task-analysis checklist collected nightly, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- On school nights at home, as recorded by the student and checked by the family
- Behavior
- The student will complete the steps of their chosen wind-down routine by their planned lights-out time
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 school nights for 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- Nightly, reviewed weekly
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 school nights for 3 consecutive weeks
- Collection schedule:
- nightly, reviewed weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on school nights at home, as recorded by the student and checked by the family, the student will complete the steps of their chosen wind-down routine by their planned lights-out time, performing at least 5 of 6 steps independently, on 4 of 5 school nights for 3 consecutive weeks, as measured by a task-analysis checklist collected nightly, reviewed weekly.
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. Starts the routine at the planned time | ||||||||
| 2. Puts the phone on the charger outside the bed or across the room | ||||||||
| 3. Gets ready for bed (shower or wash, teeth, clothes for tomorrow) | ||||||||
| 4. Does a quiet activity they chose (reading, music, drawing) with lights low | ||||||||
| 5. Sets the alarm for the morning | ||||||||
| 6. Lights out by the planned time | ||||||||
| 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.