Keep only the needed materials on the desk during instruction
When to use this goal
For students whose desks fill with toys, snacks, phones, and unrelated papers that pull their attention and their neighbors'. Scored with momentary checks. Base the choice on checks during several lessons. Organizing the inside of the desk or binder is executive-function organization.
- Baseline
- Run 10 checks per lesson for 3 lessons and mark whether only the named materials were on the desk. Note which extra items appear most; a phone needs the device rule (bh-dir-015), a fidget needs the tool rule (bh-cls-020), and snacks need a class-wide rule.
- Tips
- Name the materials on the board every lesson so the check is fair. A tape outline makes the expectation visible without words. Agreed tools (a fidget, a water bottle) are listed as allowed so they are not counted. Pair with a sustained-attention goal if a clear desk does not bring more on-task time.
- Limits
- Momentary checks miss items that come and go between checks. Does not measure attention or work output.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-031.
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Goal
By the annual IEP review date, during a 20-minute lesson with the needed materials named on the board and checks every 2 minutes, the student will have only the named materials on the desk at each check independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 checks per lesson, summarized weekly.
Baseline: 4 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
- 4 of 10 opportunities.
- Annual goal398 characters
- By the annual IEP review date, during a 20-minute lesson with the needed materials named on the board and checks every 2 minutes, the student will have only the named materials on the desk at each check independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 checks per lesson, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute lesson with the needed materials named on the board and checks every 2 minutes
- Behavior
- The student will have only the named materials on the desk at each check independently
- Criteria
- In at least 9 of 10 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- 3 times per week, 10 checks per lesson, 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:
- 3 times per week, 10 checks per lesson, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a 20-minute lesson with the needed materials named on the board and checks every 2 minutes, the student will have only the named materials on the desk at each check independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 checks per lesson, 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.