Get to the next class before the bell
When to use this goal
For middle school students who are often late to class after passing time because they lose track of the schedule, stop at lockers too often, or get stuck in crowded halls. Present levels decide fit, not grade. Use when tardies come from the transition itself, not from avoiding a class.
- Baseline
- Pull the attendance tardy record and pick the two passing periods with the most problems. Observe the transition on at least 3 days and mark each step as independent, done with a named prompt (gesture, picture, verbal, physical), or not done. Count only independent steps.
- Tips
- Early release is a common accommodation for crowded halls; fade it when the steps are steady. Plan locker stops on the card so the student is not deciding at every passing time. Teachers on the route can mark arrival quickly.
- Limits
- Covers the passing period, not the start-of-class routine inside the room, which is a functional routines goal. Tardies from avoidance call for a behavior plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-st-017.
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Goal
By the annual IEP review date, during passing periods between classes, the student will complete the steps of moving to the next class during passing time, performing all 6 steps independently, on 4 of 5 consecutive school days, as measured by direct observation collected daily, two passing periods.
Baseline: 3 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. Direct observation 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 Transitions Between Activities.
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 - Transitions Between Activities
- Baseline
- 3 of 6 steps independently.
- Annual goal300 characters
- By the annual IEP review date, during passing periods between classes, the student will complete the steps of moving to the next class during passing time, performing all 6 steps independently, on 4 of 5 consecutive school days, as measured by direct observation collected daily, two passing periods.
- Timeframe
- By the annual IEP review date
- Condition
- During passing periods between classes
- Behavior
- The student will complete the steps of moving to the next class during passing time
- Criteria
- Performing all 6 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- Direct observation
- Schedule
- Daily, two passing periods
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 all 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily, two passing periods
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during passing periods between classes, the student will complete the steps of moving to the next class during passing time, performing all 6 steps independently, on 4 of 5 consecutive school days, as measured by direct observation collected daily, two passing periods.
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. Check the schedule card for the next class and room | ||||||||
| 2. Leave the room within the first minute of passing time | ||||||||
| 3. Stop at the locker only when the card marks a locker stop | ||||||||
| 4. Walk the planned route to the next room | ||||||||
| 5. Enter the room before the bell | ||||||||
| 6. Go to their seat and put out the materials for 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: 6 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.