School Avoidance IEP Goals: 16 Examples With Baselines and Supports

School avoidance is when a student misses school, arrives late, leaves class or spends long stretches in the nurse’s office because being at school feels hard. Effective school avoidance IEP goals measure attendance and time in class directly, start from a baseline, build back in steps and pair attendance with the skills that make it possible. If you’re a parent, these are the goals to ask the IEP (Individualized Education Program) team about.

School Avoidance, School Refusal and Truancy: What You’re Looking At

School avoidance usually shows up as:

• morning complaints, such as stomachaches and headaches
• late arrival or partial days
• frequent visits to the nurse or counselor
• leaving one class, or never arriving at it
• distress at drop-off

Two patterns sit under those signs, and they need different goals. School refusal is distress-driven: the student is upset about going, and the parents usually know. Truancy is typically concealed and not driven by distress. The American Academy of Child & Adolescent Psychiatry describes truancy as a pattern where a child “skips school on purpose without a parent knowing and often without feeling upset about it,” and notes that the two call for different kinds of help. Mixed pictures happen. “School phobia” is an older term for school refusal, not a diagnosis.

School avoidance is not an eligibility category either. A student who avoids school may qualify under the Individuals with Disabilities Education Act (IDEA) as having an emotional disturbance, whose listed characteristics include “a tendency to develop physical symptoms or fears associated with personal or school problems” when it lasts a long time, to a marked degree, and adversely affects educational performance (34 CFR §300.8(c)(4)(i)(E)). Other students qualify under other health impairment, autism or another category, or are served under a Section 504 plan.

Find the Reason First: Four Functions of School Avoidance

First rule out reasons that need a different response: bullying, a medical cause (through the nurse and the family’s doctor), an unidentified learning difficulty, or depression (a referral to school mental health staff and the family). Any risk of self-harm goes straight to the district’s crisis protocol.

Then look at function. Kearney and Silverman’s model, built with the School Refusal Assessment Scale, sorts school refusal behavior (Kearney’s umbrella term, which also covers truancy) into four functions:

1. Avoiding distress that school brings on (the bus, a crowded hallway, a general dread).
2. Escaping social or evaluative situations, such as presentations, tests, gym or a peer conflict.
3. Seeking time with a parent or caregiver.
4. Getting something preferred outside school, such as sleep, games or time with friends.

Many students show more than one. Evidence comes from:

• attendance by day and by period
• the nurse-visit log
• interviews with the parent and the student
• the School Refusal Assessment Scale–Revised, where a school psychologist uses it
• a functional behavioral assessment (FBA), especially when the avoidance happens within the day

When the behavior impedes learning, IDEA requires the team to consider positive behavioral interventions and supports (§300.324(a)(2)(i)); the Department of Education’s 2024 guidance on using functional behavioral assessments shows how an FBA informs that plan.

Then match the goals. Functions 1 and 2 call for graded re-entry, coping at the trigger point and graded practice of the hard situation (the time-in-class, coping and break-plan goals). Function 3 calls for a brief, consistent handover (the drop-off goal), attention for attending rather than for distress, and no sending home from the nurse’s office without a medical reason.

Much of this sits with the family, and the IEP can carry it as parent counseling and training, a related service (§300.34(c)(8)). Function 4 calls for rewards for attending (the attendance goals) and, agreed with the family, less access at home during school hours to what staying out brings. It isn’t anxiety work. Treat all of these as starting points for the team: distress still gets a calm, brief response, and nurse decisions still follow medical, safety and district protocols.

Measure Attendance Before Writing the Goal

Write the baseline from records the school already keeps: two to four weeks, mostly from the student information system (SIS). Pull period-level records, not only daily totals; a student marked present may have spent three periods in the nurse’s office.

IDEA requires measurable annual goals (34 CFR §300.320(a)(2)). A baseline in the same unit as the criterion is what makes a goal measurable in practice.

School Avoidance and Anxiety IEP Goal Examples, with Baselines

An IEP attendance goal measures the outcome, not the skill behind it. Pair each attendance goal with at least one skill goal from the coping or break-plan sections below. Pair it, too, with a support that has a written fade plan.

Every goal has a baseline (in parentheses), a condition, an observable behavior, a criterion with a consistency window and a measurement method. Write each to the annual IEP date, with the steps as short-term objectives; count skills on days attended and attendance on school days. Baselines shown are examples; match goals to the function you found.

Attendance and Arrival

A1. Stepped attendance. Given a graded re-entry schedule and a named staff member, with a named backup, who meets [Student] at the front office, [Student] will arrive by 8:15 a.m. and attend at least the first three class periods on 4 of 5 school days for 3 consecutive weeks, then attend full days on 4 of 5 school days for the following 4 weeks, as measured by period-by-period attendance records (baseline: attended 11 of 20 school days in September, arriving after first period on 7 of the 11 days attended).

If three periods to full days is too big a jump, add a step through lunch. Four of five days is 80% attendance: a step, not the end goal (see A4).

A2. Grades K–5, drop-off. Given a visual morning schedule, a consistent drop-off point and a named staff member who meets [Student] at the car line, [Student] will separate from the caregiver and walk into the classroom within 5 minutes of arrival on 4 of 5 school days for 3 consecutive weeks, as measured by an arrival log recording drop-off time, time entering class and prompts used (baseline: in September, entered the classroom within 5 minutes on 1 of 12 days attended; median 22 minutes, with the caregiver walking in on 8 of 12 days).

A3. Grades 6–8 / Grades 9–12 and 18–22 programs. Given a morning routine card agreed with the family and a first-period teacher who greets [Student] at the door, [Student] will arrive before the first bell on 6 of 10 days attended for 3 consecutive weeks, then on 8 of 10 days attended for 4 consecutive weeks, as measured by SIS tardy records or the front-office sign-in time (baseline: tardy on 9 of 12 days attended in September).

A4. Once the final re-entry step is met and the arrival check-in has faded to the front office, [Student] will attend full days on at least 90% of school days each month (for example, 18 of 20) for 2 consecutive months, as measured by SIS attendance records (baseline: full days on 16 of 20 school days in the 4 weeks after the final re-entry step was met).

Time in Class

T1. In [target class], with a seat near the door and the break pass available, [Student] will stay 25, then 35, then all 50 minutes, moving up after 4 of 5 days attended for 3 consecutive weeks at each step, as measured by the teacher’s out and back times, with breaks of 10 minutes or less counted as present (baseline: median 18 of 50 minutes over 3 weeks).

T2. Given a set route from the previous class and a first task waiting on the desk, [Student] will be seated in [target class] at the bell on 4 of 5 days attended for 3 consecutive weeks, as measured by the teacher’s bell attendance (baseline: seated at the bell on 1 of 10 days; arrived from the nurse’s office or hallway on the other 9).

T3. With a break pass that carries a 10-minute return time, [Student] will spend 10 or fewer minutes a day out of class on 4 of 5 days attended for 4 consecutive weeks, stepping down from 30 to 20 to 10 minutes after 2 consecutive weeks at each limit, as measured by the pass log (baseline: median 45 minutes a day over 3 weeks).

Coping at the Trigger Point

IEP goals for anxiety become measurable when they name what the student does at the moment anxiety peaks, such as arrival or a hard class, rather than how the student feels.

C1. At arrival, given a breathing card and a check-in sheet in the quiet start location, [Student] will complete both steps and walk to first period within 10 minutes on 4 of 5 arrivals for 3 consecutive weeks, as measured by the arrival log of time in, steps completed and time to class (baseline: completed the routine on 0 of 10 arrivals; median 35 minutes to first period, with 2 or more adult prompts on 8 of 10 days).

C2. Before [named class] or a test, given a coping menu card (five slow breaths, a drink of water, a preview of the first question), [Student] will use one item and enter within 2 minutes of the bell on at least 80% of opportunities a week (minimum 3) for 3 consecutive weeks, as measured by the card: [Student] ticks the item, the teacher initials the entry time (baseline: on time for 2 of 10 opportunities; went to the nurse on 6).

C3. At arrival and after lunch, given a 1–5 visual scale on the check-in sheet, [Student] will rate distress and, when the rating is 4 or 5, complete the agreed coping step and go to the scheduled class within 10 minutes on 4 of 5 occasions for 4 consecutive weeks, as measured by check-in staff’s time out and the teacher’s time in (baseline: rated 4 or 5 on 9 of 15 check-ins; reached class within 10 minutes after 2 of those 9).

Communicating Distress and Using a Break Plan

B1. Break pass. When [Student] feels overwhelmed during a class period, [Student] will show the break pass to the teacher, spend no more than 10 minutes in the agreed calm space, and return to the same class, in 4 of 5 break-pass uses per week across 4 consecutive weeks, as measured by a break-pass log recording time out and time back (baseline: left class without a pass an average of 5 times per week and returned to the same class after 1 of 5 exits).

Log exits without a pass on the same sheet.

When the request itself needs teaching, asking for help goals break it into noticing, choosing who to ask and asking.

B2. For a student not yet using a pass: given a “need a minute” card and a named adult in each class, [Student] will tell that adult when distress starts, by saying it, showing the card or passing a note, before at least 80% of exits a week for 4 consecutive weeks, as measured by a teacher tally of exits with and without a signal (baseline: signaled before 1 of 8 exits over 2 weeks).

B3. Grades 9–12 and 18–22 programs. At a weekly 10-minute check-in with the case manager, [Student] will name the hardest period of the coming week, choose one support from the plan (such as the break pass or a test-format preview) and use it during that period, in 3 of 4 weeks for 2 consecutive months, as measured by the check-in log, initialed by that period’s teacher (baseline: named a hardest period at 1 of 4 check-ins; used a chosen support 0 times).

Re-engaging with Classwork and Peers

R1. Given a make-up list of no more than 3 prioritized items a week, agreed by the teachers and written in [Student]’s planner, [Student] will turn in at least 2 of the 3 items by Friday for 4 consecutive weeks, as measured by the make-up checklist (baseline: 0 of 14 missing assignments turned in during the 3 weeks after returning).

R2. Given at least two scheduled peer activities a week (a lunch group, a club or a partner task) and a named adult who makes the first introduction, [Student] will join and stay at least 15 minutes, 2 times a week for 4 consecutive weeks, as measured by the supervising adult’s activity log (baseline: 0 times in the 4 weeks since returning).

To build from here, see these peer interaction IEP goals.

When the backlog is bigger than R1’s three-item make-up list can clear, goals for clearing the missing-work list add a weekly check-in with its own turn-in count.

R3. In [target class], with an agreed response method (speaking, writing or a response card), [Student] will give at least one response per period on 2 of 5 days attended, then 4 of 5, for 3 consecutive weeks at each step, as measured by a teacher tally (baseline: responded in 2 of 15 periods).

Weak Goal, Strong Goal: Two Attendance Rewrites

1. Weak: “By (date), the student will attend school for half days at least twice a week and gradually increase attendance to full days by the end of the semester, with ongoing support from school staff.”

What’s wrong: There’s no baseline. “Gradually” isn’t a criterion, “ongoing support” isn’t a condition, and no data source is named.

Strong: Given a graded re-entry schedule and a named arrival adult with a backup, [Student] will attend periods 1–2 on 4 of 5 days by [date 1], the full morning on 4 of 5 days by [date 2] and full days on 4 of 5 days by [date 3], held for 4 consecutive weeks, stepping up only after 3 consecutive weeks at criterion, as measured by period-by-period attendance records (baseline: attended 11 of 20 school days in September; no full days). If a date passes first, the team reviews the dates and keeps the criteria.

2. Weak: “Student will reduce anxiety about coming to school.”

What’s wrong: Anxiety isn’t directly observable at school, and the goal names no behavior, number or method.

Strong (goal C1): At arrival, given a breathing card and a check-in sheet in the quiet start location, [Student] will complete both steps and walk to first period within 10 minutes on 4 of 5 arrivals for 3 consecutive weeks, as measured by the arrival log of time in, steps completed and time to class (baseline: completed the routine on 0 of 10 arrivals; median 35 minutes to first period, with 2 or more adult prompts on 8 of 10 days).

IEP Accommodations and Supports for School Refusal

Six supports are common starting points for IEP accommodations for school refusal: a graded re-entry schedule, a named arrival adult with a backup, a break pass, a predictable seat with advance notice, a staged make-up workload and a daily home–school message. Choose them from the function and the baseline.

1. Graded re-entry schedule. In the classroom: the student starts with the easiest periods and adds more on a set criterion; the IEP says where the student is during the other periods. A step that ends the day early is a shortened day (see the district section). Paired with goal A1. Fade: each step ends when its criterion is met.
2. Named arrival adult plus a named backup, and a quiet start location. In the classroom: the same adult every morning, a backup for absences and meetings, and a quiet start of no more than 10 minutes. Paired with goals A2 and C1. Fade: every 3 weeks at criterion, from meeting at the door, to an office check-in, to a check-in by message (Grades 6–12), to straight to class.
3. Break pass with a return time. In the classroom: a card the student shows, not a negotiation, with the return time on it and a supervised calm space. Paired with goal B1. Fade: start at 3 passes a day; drop one after 2 weeks with all returns on time.
4. A predictable seat and advance notice of schedule changes, tests or presentations. In the classroom: a seat near the door and notice as soon as staff know; notice is not an exemption. Accommodation; usually stays.
5. A reduced or staged make-up workload. In the classroom: teachers agree which missed work to waive and which three items matter most; the IEP records what is waived and how it’s graded. Paired with goal R1. Fade: ends when the list is clear.
6. Home–school daily communication. In the classroom: one line each way (“arrived 8:10, stayed all morning”); no midday message invites a pickup. Accommodation. Fade: to weekly after 4 weeks at the current step.

Coordinating with an outside clinician, with the family’s consent, is not school-delivered therapy. If the student needs counseling at school, the team writes it into the IEP as a related service (§300.34).

Tracking Attendance Goals and Deciding What to Change

Track weekly, judge every two weeks and change the plan on a rule. Run three or four goals, not all 16, from one daily sheet owned by one point person; teachers record only times and tallies. A filled example for goal A1:

Step 1 is met for one week. The goal needs 3 consecutive weeks before moving to step 2.

Print a blank copy (one page, no sign-up): Download the attendance and arrival log (PDF, one page)

Add a period grid for time in class:
Mon: P1 ✓ · P2 ✓ · P3 ✓ · P4 partial (out 10:52, back 11:01) · P5 absent.

Graph days meeting the step and attendance percentage weekly against the step criteria. On a shortened schedule, also track minutes of instruction.

Review cadence: the point person weekly, the case manager or IEP team every 2 weeks, an informal weekly family update, and formal progress reports on the IEP’s schedule (§300.320(a)(3)).

Decision rules:

• Step met for the weeks the goal names (usually 3): move to the next step. A common mistake is stepping up after one good week.
• New step missed, or attendance down, for 2 weeks: check for a changed trigger (schedule, peer conflict, test week) and whether supports were in place; return to the previous step if needed and re-check the function before raising pressure.
• No progress over 4–6 weeks: convene the team, consider an FBA and consult the outside clinician where there is one. IDEA requires the team to review the IEP and revise it, as appropriate, to address a lack of expected progress (§300.324(b)(1)(ii)(A)).

Two other plans fail early: a greeter with no backup collapses the first morning that adult is out, and a student handed every missed assignment on day one has a new reason to stay home.

For families, one sentence: “[Student] met the first step (first three periods) on 4 of 5 days this week. We’ll move to the next step after two more weeks like this.”

When Attendance Policy and the IEP Meet

The attendance office and the IEP team should share period-level data, and the SIS should code IEP-scheduled hours so a reduced schedule doesn’t trigger truancy letters.

Compulsory-attendance and truancy procedures are set by state law and district policy, so check yours. Before a truancy referral for a student with an IEP or 504 plan, or one the school suspects has a disability, good practice is for the team to check whether the absences relate to the disability and whether the plan is being carried out.

Chronic absence, missing 10 percent or more of school days for any reason (Attendance Works), is counted in school days, so a student who skips periods can stay under it.

A shortened day, including a re-entry step that ends the day early, is an IEP and placement team decision, and so is instruction at home (34 CFR §300.116). OSEP’s discipline Q&A says a shorter school day belongs in the IEP when the team finds the child needs it to receive a free appropriate public education (Question C-6). Give prior written notice (§300.503), record the data and the services still delivered, and set a review date and a plan back to a full day.

A Classroom Lesson on Why School Matters

For students in 18–22 transition programs, where the case for coming to school shifts toward work and adult life, the “Why School Matters” lesson in Ori Learning’s Transition Curriculum (Transition 18+, Education and Training unit) builds reasons to value school and the learning habits that make it more manageable. Its learning objective is “Identify at least two ways school helps me grow”. In small groups, students finish the sentence “School is important because it ___.” The lesson text reminds them: “Trying your best, asking for help, and staying focused helps your brain grow. Mistakes are part of learning and help you improve over time.”

Each student then completes one of three short tasks: matching learning habits to how each one helps, deciding which of two students’ habits are more likely to lead to success, or writing a plan to practice one habit, including who can support them. As the lesson puts it, “Anyone can build strong habits with practice and support.”

Related IEP Goal Resources

• SMART IEP goals
• behavior IEP goals
• overcoming negative self-talk
• self-regulation IEP goals

Related Resources

• coping strategies for students
• emotional regulation

Sources

1. Kearney, C. A., & Silverman, W. K. (1993). Measuring the function of school refusal behavior: The School Refusal Assessment Scale. Journal of Clinical Child Psychology, 22(1), 85–96. https://doi.org/10.1207/s15374424jccp2201_9 — and Kearney, C. A. (2002). Identifying the function of school refusal behavior: A revision of the School Refusal Assessment Scale. Journal of Psychopathology and Behavioral Assessment, 24(4), 235–245. https://doi.org/10.1023/A:1020774932043
2. American Academy of Child & Adolescent Psychiatry. (2026, August). School refusal (Facts for Families No. 7). https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/School-Refusal-007.aspx
3. U.S. Department of Education, Office of Special Education and Rehabilitative Services & Office of Elementary and Secondary Education. (2024, November). Using functional behavioral assessments to create supportive learning environments. https://sites.ed.gov/idea/idea-files/using-functional-behavioral-assessments-to-create-supportive-learning-environments/
4. U.S. Department of Education, Office of Special Education Programs. (2022, July 19). Questions and answers: Addressing the needs of children with disabilities and IDEA’s discipline provisions (Question C-6). https://sites.ed.gov/idea/idea-files/qa-addressing-the-needs-of-children-with-disabilities-and-idea-discipline-provisions/
5. Attendance Works. The problem (chronic absence definition). https://www.attendanceworks.org/chronic-absence/the-problem/
6. Individuals with Disabilities Education Act regulations: 34 CFR §300.8(c)(4) (https://sites.ed.gov/idea/regs/b/a/300.8), §300.34 (https://sites.ed.gov/idea/regs/b/a/300.34), §300.116 (https://sites.ed.gov/idea/regs/b/b/300.116), §300.320 (https://sites.ed.gov/idea/regs/b/d/300.320), §300.324 (https://sites.ed.gov/idea/regs/b/d/300.324) and §300.503 (https://sites.ed.gov/idea/regs/b/e/300.503).