Set up the workspace with the materials a lesson needs
Live goal preview
By the annual IEP review date, when a materials list is posted at the start of a lesson, the student will set up the workspace with the materials for the lesson using the posted materials list, performing at least 5 of 6 steps independently, in 4 of 5 consecutive observed lessons, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 6 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Task-analysis steps is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Task-analysis checklist can produce task-analysis steps data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Organization.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students whose present levels show they often begin lessons without the needed materials or with a cluttered workspace. Use picture lists when present levels show emerging reading skills; grade does not decide fit.
- Baseline considerations
- Observe the start of several lessons and score each step. Note whether materials are available in the desk or cubby; a missing item is a supply issue, not a skill error.
- Usage notes
- Use for younger students or anyone who loses lesson time hunting for materials. Keep the posted list consistent in format across subjects. Score independent only when the student completes the step before any adult reminder.
- Known limitations
- Covers setup, not keeping the space organized during the lesson. Results depend on teachers posting the list every time.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ef-org-002.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- in 4 of 5 consecutive observed lessons
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a materials list is posted at the start of a lesson, the student will set up the workspace with the materials for the lesson using the posted materials list, performing at least 5 of 6 steps independently, in 4 of 5 consecutive observed lessons, as measured by a task-analysis checklist collected twice weekly.
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. Looks at or reads the posted materials list | ||||||||
| 2. Takes out each listed item | ||||||||
| 3. Puts away items that are not on the list | ||||||||
| 4. Opens the notebook or text to the posted page | ||||||||
| 5. Places a writing tool ready to use | ||||||||
| 6. Signals readiness using the class signal | ||||||||
| 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: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.