Finish unpacking within the arrival window
When to use this goal
For students who know every arrival step (fn-rt-001) and do them without prompts but take so long that they miss the start of morning work or announcements. Present levels in timed arrival data decide fit; only use this once the step data show the routine is learned.
- Baseline
- Time from crossing the classroom door to sitting with work out for 5 mornings. Note what takes the longest (talking, the locker, unpacking lunch); pace goals respond to removing one slow spot more than to timing alone.
- Tips
- Show the student the times on a simple graph so they can beat their own number. Keep greetings with peers; trim waiting steps instead. On late-arrival days, compare with the same routine, not the whole class.
- Limits
- Speed without the steps is not the goal; check that steps are still complete. Motor or processing speed needs may set a longer realistic target.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-035.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, from entering the classroom in the morning to sitting at the desk with morning work out, the student will complete the arrival routine and be seated with the morning work out independently within 6 minutes, on 4 of 5 consecutive school days, as measured by duration recording collected daily at arrival.
Baseline: 14 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 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
- 14 minutes.
- Annual goal334 characters
- By the annual IEP review date, from entering the classroom in the morning to sitting at the desk with morning work out, the student will complete the arrival routine and be seated with the morning work out independently within 6 minutes, on 4 of 5 consecutive school days, as measured by duration recording collected daily at arrival.
- Timeframe
- By the annual IEP review date
- Condition
- From entering the classroom in the morning to sitting at the desk with morning work out
- Behavior
- The student will complete the arrival routine and be seated with the morning work out independently
- Criteria
- Within 6 minutes, on 4 of 5 consecutive school days
- Evaluation method
- Duration recording
- Schedule
- Daily at arrival
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 6 minutes
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at arrival
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, from entering the classroom in the morning to sitting at the desk with morning work out, the student will complete the arrival routine and be seated with the morning work out independently within 6 minutes, on 4 of 5 consecutive school days, as measured by duration recording collected daily at arrival.
| 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 (6 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.