Say goodbye to the caregiver and join the classroom
When to use this goal
Fits young children whose drop-off involves long crying, clinging, or an adult carrying them into the room, weeks after the start of the year. Base the choice on the family's description of drop-off and observation at the door; a predictable goodbye routine is taught before data are collected.
- Baseline
- Observe the routine on at least 3 typical days 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. Also note how long the child cried or stayed at the door, because the step list can hide a long but eventually completed drop-off.
- Tips
- Agree with the family on a short, same-every-day goodbye (a hug, a phrase, then leaving). Long goodbyes make the routine harder. A transition object or a photo of the family can be a support and then faded. Record Mondays and post-break days separately; they are harder.
- Limits
- Separation distress is expected in the first weeks of preschool; this goal is for distress that continues. Illness, a new sibling, or family changes can reset progress and are not failures.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-001.
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Goal
By the annual IEP review date, at morning drop-off at the classroom door, with the caregiver following the agreed goodbye routine, the student will complete the drop-off routine and join the first activity, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at drop-off.
Baseline: 1 of 5 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 Preschool & Kindergarten Readiness.
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 - Preschool & Kindergarten Readiness
- Baseline
- 1 of 5 steps independently.
- Annual goal359 characters
- By the annual IEP review date, at morning drop-off at the classroom door, with the caregiver following the agreed goodbye routine, the student will complete the drop-off routine and join the first activity, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at drop-off.
- Timeframe
- By the annual IEP review date
- Condition
- At morning drop-off at the classroom door, with the caregiver following the agreed goodbye routine
- Behavior
- The student will complete the drop-off routine and join the first activity
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at drop-off
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 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at drop-off
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at morning drop-off at the classroom door, with the caregiver following the agreed goodbye routine, the student will complete the drop-off routine and join the first activity, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at drop-off.
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. Walks to the door with the caregiver | ||||||||
| 2. Says or waves goodbye when the caregiver says goodbye | ||||||||
| 3. Enters the classroom with the staff member | ||||||||
| 4. Hangs up the backpack or puts the bag in the cubby | ||||||||
| 5. Starts the first activity within 5 minutes of entering | ||||||||
| 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: 4 of 5).
- 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.