Enter class and complete the start-of-period routine
When to use this goal
Fits secondary students who arrive at class but spend the first several minutes without materials or waiting for a teacher reminder before starting the warm-up. Observation across two or three different classes decides which steps belong and whether one class is harder than the rest.
- 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. Sample at least two different class periods, because each teacher's start-of-class expectations differ and the student may already meet them in one.
- Tips
- Agree on the step list with each teacher who will collect data; delete steps a teacher does not require. Co-teachers or paraprofessionals can mark the sheet from the doorway without approaching the student.
- Limits
- The checklist does not score the quality of the warm-up work. Late arrival caused by a long walk between classes should be counted as a schedule problem, not a routine failure, and may call for a time-management goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-009.
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Goal
By the annual IEP review date, when entering a class period before the bell rings, the student will complete the start-of-class routine, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed class starts, as measured by a task-analysis checklist collected daily in one target class, with a weekly check in a second class.
Baseline: 2 of 7 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 Functional Routines.
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 - Functional Routines
- Baseline
- 2 of 7 steps independently.
- Annual goal346 characters
- By the annual IEP review date, when entering a class period before the bell rings, the student will complete the start-of-class routine, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed class starts, as measured by a task-analysis checklist collected daily in one target class, with a weekly check in a second class.
- Timeframe
- By the annual IEP review date
- Condition
- When entering a class period before the bell rings
- Behavior
- The student will complete the start-of-class routine
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed class starts
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily in one target class, with a weekly check in a second class
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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive observed class starts
- Collection schedule:
- daily in one target class, with a weekly check in a second class
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when entering a class period before the bell rings, the student will complete the start-of-class routine, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed class starts, as measured by a task-analysis checklist collected daily in one target class, with a weekly check in a second class.
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. Enters the room and goes to the assigned seat before the bell | ||||||||
| 2. Puts phone and non-class items away as the class rules require | ||||||||
| 3. Takes out the notebook, writing tool, and device for the class | ||||||||
| 4. Copies the objective or agenda, or opens the posted agenda on the device | ||||||||
| 5. Reads the warm-up or bell-ringer | ||||||||
| 6. Begins the warm-up before the teacher begins instruction | ||||||||
| 7. Turns in any homework to the designated spot | ||||||||
| 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 7).
- 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.