File handouts in the correct subject folder the day they are received
When to use this goal
For students with a color-coded folder or binder system whose present levels show papers shoved anywhere. The system must already exist and be the same across classes.
- Baseline
- Collect every paper the student received in a week (ask teachers for a list) and count how many are in the correct folder at the end of the week. Also count papers that are missing entirely; those are not in the denominator but tell their own story.
- Tips
- The denominator is the number of papers received that week and still in the student's possession; the numerator is the number in the correct folder. Loose papers anywhere count as incorrect. Keep the color key posted in the binder.
- Limits
- Needs a list of papers received from teachers, which takes coordination. Does not measure whether the student can find a paper when needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-013.
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Goal
By the annual IEP review date, during an unannounced binder or folder check at the end of the day, the student will file handouts and returned work in the correct subject folder or binder section independently with at least 90% accuracy on papers filed in the correct subject folder, on 3 of 4 consecutive weekly checks, as measured by work-sample analysis collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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
- 40% accuracy.
- Annual goal374 characters
- By the annual IEP review date, during an unannounced binder or folder check at the end of the day, the student will file handouts and returned work in the correct subject folder or binder section independently with at least 90% accuracy on papers filed in the correct subject folder, on 3 of 4 consecutive weekly checks, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During an unannounced binder or folder check at the end of the day
- Behavior
- The student will file handouts and returned work in the correct subject folder or binder section independently
- Criteria
- With at least 90% accuracy on papers filed in the correct subject folder, on 3 of 4 consecutive weekly checks
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on papers filed in the correct subject folder
- Mastery rule:
- on 3 of 4 consecutive weekly checks
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during an unannounced binder or folder check at the end of the day, the student will file handouts and returned work in the correct subject folder or binder section independently with at least 90% accuracy on papers filed in the correct subject folder, on 3 of 4 consecutive weekly checks, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.