Separate from the caregiver at drop-off and join the class
When to use this goal
For young students whose drop-off involves prolonged crying, clinging, or refusing to enter, so that mornings are lost for the student and the class. Base the choice on family input and timed drop-off data. The routine is built with the family and kept the same every day.
- Baseline
- For one week, time drop-off from the caregiver's goodbye to the moment the student is engaged in the first arrival activity. Note what the caregiver and staff did, whether the goodbye was quick or extended, and which days were hardest. Plan the goodbye routine with the family.
- Tips
- Latency starts at the caregiver's goodbye and stops when the student begins the first arrival activity. Crying while entering is not an error if the student moves with the staff member. Keep the goodbye short and the same each day; a preferred first activity waiting inside helps. Coach the caregiver to leave after the goodbye rather than returning.
- Limits
- Drop-off is strongly affected by the caregiver's behavior and the morning before school, which are outside the school's control; record them. Illness, changes at home, and new staff cause setbacks that are not regressions in skill. Not a goal for a student who is distressed for reasons that need investigation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-014.
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Goal
By the annual IEP review date, at arrival, when the caregiver says goodbye using the agreed goodbye routine, the student will say or wave goodbye, enter the classroom with the staff member, and begin the first arrival activity independently within 3 minutes, on 4 of 5 consecutive school days, as measured by latency recording collected daily at arrival.
Baseline: 15 minutes.
- 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. Latency recording 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 Emotional Regulation.
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
- Social-Emotional & Communication - Emotional Regulation
- Baseline
- 15 minutes.
- Annual goal354 characters
- By the annual IEP review date, at arrival, when the caregiver says goodbye using the agreed goodbye routine, the student will say or wave goodbye, enter the classroom with the staff member, and begin the first arrival activity independently within 3 minutes, on 4 of 5 consecutive school days, as measured by latency recording collected daily at arrival.
- Timeframe
- By the annual IEP review date
- Condition
- At arrival, when the caregiver says goodbye using the agreed goodbye routine
- Behavior
- The student will say or wave goodbye, enter the classroom with the staff member, and begin the first arrival activity independently
- Criteria
- Within 3 minutes, on 4 of 5 consecutive school days
- Evaluation method
- Latency recording
- Schedule
- Daily at arrival
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 3 minutes
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at arrival
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, at arrival, when the caregiver says goodbye using the agreed goodbye routine, the student will say or wave goodbye, enter the classroom with the staff member, and begin the first arrival activity independently within 3 minutes, on 4 of 5 consecutive school days, as measured by latency recording collected daily at arrival.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (minutes) | 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 minutes. 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.