Clean up materials at the end of an activity
When to use this goal
For young students who leave materials out, walk away at the clean-up song, or need hand-over-hand help to put things away. Scores the routine as steps. Base the choice on a checklist. Arrival and dismissal routines are in functional-routines.
- Baseline
- Score 5 clean-ups with the checklist. Note whether bins are labeled with pictures and whether the student knows where items go; sorting errors are a different problem from not cleaning up. Record the number of items the student had out, since a big mess is a bigger task.
- Tips
- Give a 2-minute warning before clean-up and keep the number of items small at first. Peers cleaning up alongside help; a clean-up song gives a predictable end. Edit the steps to the room.
- Limits
- Clean-up quality (items in the right bin) is not scored unless added as a step. Does not fit classrooms where adults do all clean-up.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-013.
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Goal
By the annual IEP review date, when the clean-up signal is given at the end of center time, the student will complete the clean-up routine steps for the student's own materials, performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored clean-ups, as measured by a task-analysis checklist collected daily, 1 to 2 clean-ups.
Baseline: 1 of 5 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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 1 of 5 steps independently.
- Annual goal341 characters
- By the annual IEP review date, when the clean-up signal is given at the end of center time, the student will complete the clean-up routine steps for the student's own materials, performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored clean-ups, as measured by a task-analysis checklist collected daily, 1 to 2 clean-ups.
- Timeframe
- By the annual IEP review date
- Condition
- When the clean-up signal is given at the end of center time
- Behavior
- The student will complete the clean-up routine steps for the student's own materials
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored clean-ups
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, 1 to 2 clean-ups
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 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive scored clean-ups
- Collection schedule:
- daily, 1 to 2 clean-ups
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the clean-up signal is given at the end of center time, the student will complete the clean-up routine steps for the student's own materials, performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored clean-ups, as measured by a task-analysis checklist collected daily, 1 to 2 clean-ups.
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. Stops playing when the clean-up signal is given | ||||||||
| 2. Picks up the materials they were using | ||||||||
| 3. Puts each item in the labeled bin or spot | ||||||||
| 4. Pushes in the chair or returns to the carpet | ||||||||
| 5. Moves to the next activity area | ||||||||
| 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: 4 of 5).
- 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.