Lay out tomorrow's things the night before
When to use this goal
For students whose mornings are rushed by hunting for shoes, devices, papers, and lunch, so they arrive late or without materials. Families shape the routine. Present levels, not grade, decide the number of items.
- Baseline
- Ask the family and student to note one week of mornings: what was missing or searched for. Then score the evening routine for a week with the checklist.
- Tips
- A launch spot by the door is the key support. School-side data (arriving with device and homework) checks the home log. Keep the list short; add items once the first ones are steady.
- Limits
- Home routines depend on family schedules and are outside school control. Self-report may run high.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-030.
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Goal
By the annual IEP review date, in the evening before a school day, using a launch-spot checklist, the student will complete the night-before launch routine, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school nights, as measured by a task-analysis checklist collected nightly, reviewed weekly.
Baseline: 1 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
- 1 of 6 steps independently.
- Annual goal318 characters
- By the annual IEP review date, in the evening before a school day, using a launch-spot checklist, the student will complete the night-before launch routine, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school nights, as measured by a task-analysis checklist collected nightly, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- In the evening before a school day, using a launch-spot checklist
- Behavior
- The student will complete the night-before launch routine
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive school nights
- Evaluation method
- A task-analysis checklist
- Schedule
- Nightly, reviewed 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 nights
- Collection schedule:
- nightly, reviewed weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, in the evening before a school day, using a launch-spot checklist, the student will complete the night-before launch routine, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school nights, as measured by a task-analysis checklist collected nightly, reviewed 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. Checks tomorrow's schedule for special items (PE, forms, projects) | ||||||||
| 2. Puts finished homework and signed forms in the backpack | ||||||||
| 3. Plugs the device and charger in at the launch spot | ||||||||
| 4. Sets out clothes and shoes | ||||||||
| 5. Places the backpack, keys, or bus pass at the launch spot | ||||||||
| 6. Packs or plans lunch | ||||||||
| 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.