Sign in at the counseling office
When to use this goal
For middle and high school students who go to the counseling office but leave without seeing anyone or wait in the hallway, because the sign-in steps are unclear. Present levels in reading short forms and in waiting decide fit; the office's procedure sets 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. The counselor or front desk staff scores the steps; content of the visit stays confidential.
- Tips
- Practice the sign-in during a calm time with the counselor so the office is familiar. A reason category keeps the sign-in private. Students who use AAC can program the reason categories.
- Limits
- The number of visits is not a target. Crisis situations bypass this routine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-028.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a drop-in time at the counseling office, with a sign-in sheet or tablet at the front desk, the student will sign in at the counseling office, wait in the waiting area, and tell the counselor the reason for the visit, performing at least 5 of 6 steps independently, across 3 consecutive visits, as measured by a task-analysis checklist collected at each visit, reported by the counseling office.
Baseline: 1 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
- 1 of 6 steps independently.
- Annual goal432 characters
- By the annual IEP review date, during a drop-in time at the counseling office, with a sign-in sheet or tablet at the front desk, the student will sign in at the counseling office, wait in the waiting area, and tell the counselor the reason for the visit, performing at least 5 of 6 steps independently, across 3 consecutive visits, as measured by a task-analysis checklist collected at each visit, reported by the counseling office.
- Timeframe
- By the annual IEP review date
- Condition
- During a drop-in time at the counseling office, with a sign-in sheet or tablet at the front desk
- Behavior
- The student will sign in at the counseling office, wait in the waiting area, and tell the counselor the reason for the visit
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive visits
- Evaluation method
- A task-analysis checklist
- Schedule
- At each visit, reported by the counseling office
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:
- across 3 consecutive visits
- Collection schedule:
- at each visit, reported by the counseling office
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a drop-in time at the counseling office, with a sign-in sheet or tablet at the front desk, the student will sign in at the counseling office, wait in the waiting area, and tell the counselor the reason for the visit, performing at least 5 of 6 steps independently, across 3 consecutive visits, as measured by a task-analysis checklist collected at each visit, reported by the counseling office.
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. Brings the pass or goes during drop-in time | ||||||||
| 2. Signs in with name and time on the sheet or tablet | ||||||||
| 3. Writes or chooses a reason category (schedule, college or career, personal) | ||||||||
| 4. Sits in the waiting area until called | ||||||||
| 5. Tells the counselor the reason in the student's own words or mode | ||||||||
| 6. Gets a pass back to class from the counselor | ||||||||
| 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.