Remain on the cot during rest time
When to use this goal
For children in full-day programs who get up repeatedly, wander, or disturb others during rest time, when the program expects quiet rest whether or not the child sleeps. Duration data and the family's report of home naps decide the target; the child is not required to sleep.
- Baseline
- Time from lying down to the first time the child leaves the cot, on 3 to 5 days. Record what the child did when they left and whether they slept; a child who sleeps some days and not others will show uneven data.
- Tips
- Write the goal as resting quietly, not sleeping; sleep cannot be required. A cot placed away from the door and near an adult helps. Children who have outgrown naps need a quiet activity, and some programs offer a quiet-play alternative that may be a better fit than this goal.
- Limits
- Rest time expectations vary by program and are not a kindergarten requirement; write this goal only when the program requires rest. Illness and poor sleep at home change the data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-020.
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Goal
By the annual IEP review date, during the daily rest period on the cot, with the lights dimmed and quiet music, the student will remain on the cot with a quiet activity or resting independently for at least 20 minutes, on 4 of 5 consecutive rest periods, as measured by duration recording collected daily during rest time.
Baseline: 5 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 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
- 5 minutes.
- Annual goal322 characters
- By the annual IEP review date, during the daily rest period on the cot, with the lights dimmed and quiet music, the student will remain on the cot with a quiet activity or resting independently for at least 20 minutes, on 4 of 5 consecutive rest periods, as measured by duration recording collected daily during rest time.
- Timeframe
- By the annual IEP review date
- Condition
- During the daily rest period on the cot, with the lights dimmed and quiet music
- Behavior
- The student will remain on the cot with a quiet activity or resting independently
- Criteria
- For at least 20 minutes, on 4 of 5 consecutive rest periods
- Evaluation method
- Duration recording
- Schedule
- Daily during rest time
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:
- for at least 20 minutes
- Mastery rule:
- on 4 of 5 consecutive rest periods
- Collection schedule:
- daily during rest time
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during the daily rest period on the cot, with the lights dimmed and quiet music, the student will remain on the cot with a quiet activity or resting independently for at least 20 minutes, on 4 of 5 consecutive rest periods, as measured by duration recording collected daily during rest time.
| 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 least the target (20 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.