Put finished work in the tray and unfinished work in the folder
When to use this goal
For students whose present levels show finished work stuffed in the desk and unfinished work turned in as complete. The class needs a visible turn-in spot and an unfinished-work folder.
- Baseline
- At the end of each work period for a week, check where the student's paper went: tray, folder, desk, floor, or backpack. Also check whether the paper in the tray was actually finished. Record both.
- Tips
- Each paper at the end of a period is one opportunity. Met means the paper is in the right place for its status. A finished paper in the unfinished folder, or the reverse, is not met. Teach the student to look for blank items before choosing.
- Limits
- Depends on the teacher keeping the tray and folder system the same across subjects. Does not measure whether unfinished work is later completed; see assignment completion goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-009.
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Goal
By the annual IEP review date, at the end of an independent work period, the student will place finished work in the turn-in tray and unfinished work in the unfinished folder independently in at least 9 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily and summarized every 10 papers.
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 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
- 4 of 10 opportunities.
- Annual goal333 characters
- By the annual IEP review date, at the end of an independent work period, the student will place finished work in the turn-in tray and unfinished work in the unfinished folder independently in at least 9 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily and summarized every 10 papers.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of an independent work period
- Behavior
- The student will place finished work in the turn-in tray and unfinished work in the unfinished folder independently
- Criteria
- In at least 9 of 10 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily and summarized every 10 papers
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 weeks
- Collection schedule:
- daily and summarized every 10 papers
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the end of an independent work period, the student will place finished work in the turn-in tray and unfinished work in the unfinished folder independently in at least 9 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily and summarized every 10 papers.
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.