Pack the backpack from the planner at the end of the day
When to use this goal
For students whose present levels show homework written in the planner but the book or worksheet left at school. Requires planner entries to exist; pair with ef-tm-002 if they do not.
- Baseline
- Watch pack-up for three days and score each step. The next morning, ask the family or check whether the materials came home and back. The gap between planner entries and packed items shows how many are lost at this step.
- Tips
- Step 2 is the heart of the routine: the student names the material for each entry (for example, math book for page 42). Score independent only if the student names and packs without the adult naming the item. Keep the checklist clipped inside the planner cover.
- Limits
- Depends on accurate planner entries. Does not show whether homework is done once the materials are home; see assignment completion goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-017.
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Goal
By the annual IEP review date, during the end-of-day pack-up routine with the planner open, the student will pack the backpack following the planner using the pack-up checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily and summarized 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 goal340 characters
- By the annual IEP review date, during the end-of-day pack-up routine with the planner open, the student will pack the backpack following the planner using the pack-up checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During the end-of-day pack-up routine with the planner open
- Behavior
- The student will pack the backpack following the planner using the pack-up checklist
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily and summarized 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 4 of 5 consecutive school days
- Collection schedule:
- daily and summarized weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the end-of-day pack-up routine with the planner open, the student will pack the backpack following the planner using the pack-up checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily and summarized 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. Opens the planner to today's date | ||||||||
| 2. Reads each assignment entry and names what is needed for it | ||||||||
| 3. Puts the materials for each entry in the backpack | ||||||||
| 4. Puts the home-school folder and planner in the backpack | ||||||||
| 5. Checks that nothing needed is left in the desk or locker | ||||||||
| 6. Zips the backpack and lines up | ||||||||
| 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.