Return shared classroom materials to their place after use
When to use this goal
For students who leave the class scissors, calculators, books, or manipulatives at their desk, on the floor, or in their bag. Base the choice on counting items returned versus left out. Personal organization (the student's own desk and binder) is in executive-function organization.
- Baseline
- For a week, note each shared item the student uses and whether it was returned without a reminder, after a reminder, or found later elsewhere. Check that the homes are labeled and reachable; an item with no clear home cannot be returned.
- Tips
- Label homes with pictures and words, and make returning the last step of every activity that uses shared items. A classroom job (materials manager) gives practice and status. Count only materials the student actually used.
- Limits
- Items returned to the wrong bin count as returned unless the team adds accuracy to the definition. Does not fit classrooms where adults collect all materials.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-027.
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Goal
By the annual IEP review date, after using a shared classroom material (scissors, calculator, library book, math manipulatives) with its labeled home visible, the student will return the shared material to its labeled place before leaving the area or starting the next task independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, each shared material used, summarized weekly.
Baseline: 3 of 10 opportunities.
- 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. Opportunities 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 opportunities 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
- 3 of 10 opportunities.
- Annual goal463 characters
- By the annual IEP review date, after using a shared classroom material (scissors, calculator, library book, math manipulatives) with its labeled home visible, the student will return the shared material to its labeled place before leaving the area or starting the next task independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, each shared material used, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After using a shared classroom material (scissors, calculator, library book, math manipulatives) with its labeled home visible
- Behavior
- The student will return the shared material to its labeled place before leaving the area or starting the next task independently
- Criteria
- In at least 9 of 10 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- Daily, each shared material used, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 9 of 10 opportunities
- Mastery rule:
- across 3 consecutive weekly data summaries
- Collection schedule:
- daily, each shared material used, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, after using a shared classroom material (scissors, calculator, library book, math manipulatives) with its labeled home visible, the student will return the shared material to its labeled place before leaving the area or starting the next task independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, each shared material used, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.