Sign in at the office when arriving late
When to use this goal
For students who arrive late (medical appointments, transportation) and go straight to class without a pass, or stand at the office unsure what to do. Present levels and the office's actual procedure decide the steps.
- 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. Late arrivals may be rare; plan 2 or 3 practice runs during a resource period so the baseline does not wait for real events.
- Tips
- Brief the office staff on the step list so they can mark the sheet. Combine with fn-si-003 (finding the correct room) if the student does not know which class is in session. Practice with a role-play before relying on real arrivals.
- Limits
- Opportunities depend on being late, which is not something to encourage; practice runs supplement real data. Office procedures differ by school and change during testing weeks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-013.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when arriving at school after the first bell, the student will complete the late sign-in procedure at the front office, performing at least 5 of 6 steps independently, on 3 consecutive late arrivals, as measured by a task-analysis checklist collected at each late arrival, reviewed monthly.
Baseline: 2 of 6 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 School-Related Independence.
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 - School-Related Independence
- Baseline
- 2 of 6 steps independently.
- Annual goal321 characters
- By the annual IEP review date, when arriving at school after the first bell, the student will complete the late sign-in procedure at the front office, performing at least 5 of 6 steps independently, on 3 consecutive late arrivals, as measured by a task-analysis checklist collected at each late arrival, reviewed monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When arriving at school after the first bell
- Behavior
- The student will complete the late sign-in procedure at the front office
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive late arrivals
- Evaluation method
- A task-analysis checklist
- Schedule
- At each late arrival, reviewed monthly
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 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive late arrivals
- Collection schedule:
- at each late arrival, reviewed monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when arriving at school after the first bell, the student will complete the late sign-in procedure at the front office, performing at least 5 of 6 steps independently, on 3 consecutive late arrivals, as measured by a task-analysis checklist collected at each late arrival, reviewed monthly.
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. Goes to the front office before going anywhere else | ||||||||
| 2. Waits at the counter until a staff member is free | ||||||||
| 3. States own name and the reason for being late, or hands over the note | ||||||||
| 4. Signs the late log or taps in on the kiosk with name and time | ||||||||
| 5. Takes the pass | ||||||||
| 6. Checks the schedule for the current period and goes to that class | ||||||||
| 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: 5 of 6).
- 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.