Clean out the desk using a picture checklist
When to use this goal
For students whose present levels show desks stuffed with crumpled papers, broken crayons, and lost assignments. Use picture steps for emerging readers. Present levels decide how many steps to include.
- Baseline
- Watch the student do one clean-out without help and mark each step as done, prompted, or not done. Take a photo of the desk before and after; the before photo shows which steps matter most for this student.
- Tips
- Match the checklist pictures to the actual desk layout. A step is independent only if the student does it without an adult pointing or speaking. Fade from step-by-step prompts to a single reminder to use the checklist.
- Limits
- A weekly clean-out does not show whether the desk stays usable mid-week. Students who finish fast may skip steps; spot-check the result.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-008.
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Goal
By the annual IEP review date, during a weekly 10-minute desk clean-out, the student will clean out the desk following the picture checklist using the picture checklist, performing at least 5 of 6 steps independently, on 3 of 4 consecutive weekly clean-outs, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 6 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 Organization.
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
- Executive Function - Organization
- Baseline
- 2 of 6 steps independently.
- Annual goal317 characters
- By the annual IEP review date, during a weekly 10-minute desk clean-out, the student will clean out the desk following the picture checklist using the picture checklist, performing at least 5 of 6 steps independently, on 3 of 4 consecutive weekly clean-outs, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly 10-minute desk clean-out
- Behavior
- The student will clean out the desk following the picture checklist using the picture checklist
- Criteria
- Performing at least 5 of 6 steps independently, on 3 of 4 consecutive weekly clean-outs
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 5 of 6 steps independently
- Mastery rule:
- on 3 of 4 consecutive weekly clean-outs
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a weekly 10-minute desk clean-out, the student will clean out the desk following the picture checklist using the picture checklist, performing at least 5 of 6 steps independently, on 3 of 4 consecutive weekly clean-outs, as measured by a task-analysis checklist collected 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. Takes everything out of the desk and puts it on top | ||||||||
| 2. Puts trash and scraps in the recycling bin | ||||||||
| 3. Puts broken or dried-out supplies in the discard cup | ||||||||
| 4. Stacks papers and puts them in the correct folder | ||||||||
| 5. Puts books and folders back on the left side | ||||||||
| 6. Puts the pencil box and supplies back on the right side | ||||||||
| 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. Sheets print blank; no student data is stored.