Leave lunch or a club at the bell
When to use this goal
For middle school students who stay at the lunch table, in the gym, or at a club activity after the bell and arrive late to the next class. Present levels decide fit, not grade. Use when leaving a preferred social or leisure time, not the passing period itself, is the problem.
- Baseline
- Time leaving lunch on 5 days, starting at the bell. Start the stopwatch when the cue ends and stop it when the student takes the first step toward the next place or activity. Record at least 5 transitions over 3 or more days, and note the activity being left, since leaving a preferred activity usually takes longer.
- Tips
- Collect data discreetly; an adult hovering in the cafeteria can draw attention. A friend who leaves at the same time is a natural support, not a crutch. Ask the student what makes leaving hard.
- Limits
- Measures the start of leaving, not arrival on time. Lunch is a key social time; do not shorten it as a consequence.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-st-018.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the bell ends lunch or another preferred time, the student will begin walking to the next class independently within 45 seconds, on 4 of 5 observed days, as measured by direct observation collected three times weekly.
Baseline: 180 seconds.
- 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. Latency 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 latency 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
- 180 seconds.
- Annual goal253 characters
- By the annual IEP review date, when the bell ends lunch or another preferred time, the student will begin walking to the next class independently within 45 seconds, on 4 of 5 observed days, as measured by direct observation collected three times weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the bell ends lunch or another preferred time
- Behavior
- The student will begin walking to the next class independently
- Criteria
- Within 45 seconds, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Three times weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 45 seconds
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- three times weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the bell ends lunch or another preferred time, the student will begin walking to the next class independently within 45 seconds, on 4 of 5 observed days, as measured by direct observation collected three times weekly.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.