Organize the locker with a weekly checklist
When to use this goal
For students whose present levels show lockers so crowded that materials for class cannot be found during passing periods. For students who can open the locker reliably; if the combination is the barrier, address that first.
- Baseline
- Open the locker with the student twice without warning and photograph it. Then have the student organize it once with the checklist and no coaching; score each step. Note whether the morning-afternoon shelf split matches the student's schedule.
- Tips
- Adapt the shelf steps to the actual locker and schedule. A step is independent if completed without an adult naming it. Pair with ef-org-003 (materials check before class) if finding materials during passing periods is the outcome the team wants.
- Limits
- A tidy locker on Friday can be chaos by Tuesday; add a short midweek spot-check if needed. Lockers shared with a peer make scoring unfair.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-011.
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Goal
By the annual IEP review date, during a weekly 10-minute locker organization time with a case manager, the student will organize the locker following the locker checklist using the locker checklist, performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 7 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 7 steps independently.
- Annual goal342 characters
- By the annual IEP review date, during a weekly 10-minute locker organization time with a case manager, the student will organize the locker following the locker checklist using the locker checklist, performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly 10-minute locker organization time with a case manager
- Behavior
- The student will organize the locker following the locker checklist using the locker checklist
- Criteria
- Performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly checks
- 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 6 of 7 steps independently
- Mastery rule:
- on 3 of 4 consecutive weekly checks
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a weekly 10-minute locker organization time with a case manager, the student will organize the locker following the locker checklist using the locker checklist, performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly checks, 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. Removes loose papers and puts each in the correct class folder or recycling | ||||||||
| 2. Removes trash, food, and items that do not belong at school | ||||||||
| 3. Places morning class materials on the top shelf and afternoon class materials on the bottom | ||||||||
| 4. Hangs the backpack and coat on the hook | ||||||||
| 5. Checks that the planner and pencil case are in the backpack | ||||||||
| 6. Puts gym clothes or extra items in the designated bag | ||||||||
| 7. Closes and locks the locker | ||||||||
| 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: 6 of 7).
- 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.