Tidy a bedroom or personal space weekly
When to use this goal
For transition-age students working toward independent living whose personal space makes it hard to find clothes, papers, or medicine. Families decide whether this is a priority and what tidy means. Present levels and family goals, not grade, decide fit.
- Baseline
- Ask the family which steps happen now without reminders. In the independent living lab, observe the routine once without prompts and score it.
- Tips
- Respect family privacy and standards; the family edits the steps. School practice in a lab gives observed data. A before-and-after photo the student chooses to share is an easy record.
- Limits
- Home data are reported, not observed. Shared rooms make the routine harder to score; use the student's own area.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-029.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, on the family's chosen weekly tidy day, using a room checklist, the student will complete the weekly personal space routine, performing at least 6 of 7 steps independently, for 3 consecutive weeks, as measured by a task-analysis checklist collected weekly, from a home checklist or lab observation.
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 goal329 characters
- By the annual IEP review date, on the family's chosen weekly tidy day, using a room checklist, the student will complete the weekly personal space routine, performing at least 6 of 7 steps independently, for 3 consecutive weeks, as measured by a task-analysis checklist collected weekly, from a home checklist or lab observation.
- Timeframe
- By the annual IEP review date
- Condition
- On the family's chosen weekly tidy day, using a room checklist
- Behavior
- The student will complete the weekly personal space routine
- Criteria
- Performing at least 6 of 7 steps independently, for 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly, from a home checklist or lab observation
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:
- for 3 consecutive weeks
- Collection schedule:
- weekly, from a home checklist or lab observation
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on the family's chosen weekly tidy day, using a room checklist, the student will complete the weekly personal space routine, performing at least 6 of 7 steps independently, for 3 consecutive weeks, as measured by a task-analysis checklist collected weekly, from a home checklist or lab observation.
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. Puts dirty clothes in the laundry basket | ||||||||
| 2. Puts clean clothes in drawers or the closet | ||||||||
| 3. Clears the floor of items that belong elsewhere | ||||||||
| 4. Puts school papers in the home folder or recycling | ||||||||
| 5. Clears the desk or table surface | ||||||||
| 6. Takes trash and dishes to the kitchen | ||||||||
| 7. Makes the bed or straightens the sleeping area | ||||||||
| 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.