Put materials away before the next lesson begins
When to use this goal
For students whose present levels show the desk piling up over the day until there is no room to work, with materials from three subjects mixed together. Use a picture cue for emerging readers.
- Baseline
- At each transition for a week, note whether the previous lesson's materials were put away before the next lesson started. Photograph the desk at midday on two days. Check where each material is supposed to go; if there is no assigned place, create one first.
- Tips
- Each lesson transition is one opportunity. Met means the previous materials are in their places (desk, cubby, shelf) before the next lesson's first direction. A pile pushed to the corner does not count. Build a 1-minute put-away pause into the class transition if possible.
- Limits
- Fast transitions give little time; make sure the schedule allows the put-away. Depends on each material having an assigned place.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-015.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at the end of each lesson when the teacher signals the transition, the student will put the materials from the finished lesson back in their places before the next lesson starts independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily and summarized weekly.
Baseline: 2 of 6 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
- 2 of 6 opportunities.
- Annual goal357 characters
- By the annual IEP review date, at the end of each lesson when the teacher signals the transition, the student will put the materials from the finished lesson back in their places before the next lesson starts independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of each lesson when the teacher signals the transition
- Behavior
- The student will put the materials from the finished lesson back in their places before the next lesson starts independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily and summarized weekly
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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily and summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the end of each lesson when the teacher signals the transition, the student will put the materials from the finished lesson back in their places before the next lesson starts independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily and summarized weekly.
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 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.