Start the day at a transition program site
When to use this goal
For students ages 18 to 21 in a community-based transition program who arrive at a program site (a community college room, a work site, or a rented space) and wait for staff to start them. Present levels in reading a daily board and using a phone decide fit, not age.
- 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. Record arrival time and travel mode too; a student who arrives by paratransit at varying times may need a flexible start in the plan.
- Tips
- Use adult routines and adult materials: a work-style sign-in, a phone plan, a locker or shelf. Let the student help write the day's plan the afternoon before. This routine is a bridge to starting a shift at a job.
- Limits
- Measures the start of the day only. Sites that change often (several community locations) need the plan to name the site each day.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-039.
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Goal
By the annual IEP review date, on arrival at the transition program site, given a posted daily board with each student's plan, the student will complete the program arrival routine and begin the first planned activity, performing at least 6 of 7 steps independently, on 4 of 5 consecutive program days, as measured by a task-analysis checklist collected daily at arrival.
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 goal371 characters
- By the annual IEP review date, on arrival at the transition program site, given a posted daily board with each student's plan, the student will complete the program arrival routine and begin the first planned activity, performing at least 6 of 7 steps independently, on 4 of 5 consecutive program days, as measured by a task-analysis checklist collected daily at arrival.
- Timeframe
- By the annual IEP review date
- Condition
- On arrival at the transition program site, given a posted daily board with each student's plan
- Behavior
- The student will complete the program arrival routine and begin the first planned activity
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive program days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at arrival
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 program days
- Collection schedule:
- daily at arrival
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on arrival at the transition program site, given a posted daily board with each student's plan, the student will complete the program arrival routine and begin the first planned activity, performing at least 6 of 7 steps independently, on 4 of 5 consecutive program days, as measured by a task-analysis checklist collected daily at arrival.
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. Signs in on the attendance sheet or tablet | ||||||||
| 2. Puts coat and bag in the assigned space | ||||||||
| 3. Reads the day's plan on the board or phone | ||||||||
| 4. Gathers what the first activity needs (work badge, bus pass, list) | ||||||||
| 5. Tells staff the first activity or shows the plan | ||||||||
| 6. Starts the first activity or leaves for it at the listed time | ||||||||
| 7. Silences the phone or sets it to work mode if the activity needs it | ||||||||
| 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.