Restock the supply pouch every Monday
When to use this goal
For students who lose class time borrowing pencils, erasers, or highlighters because their pouch is empty. Families may need help with supplies; the school can provide a restock box. Present levels, not grade, decide the list.
- Baseline
- Check the pouch on a few Mondays and count missing items, and track how often the student borrows supplies during a week.
- Tips
- Make sure supplies are available so the goal does not depend on family purchases. Five minutes on Monday prevents many interruptions. Borrowing counts make a nice second data point.
- Limits
- Supplies lost mid-week are not captured by a Monday check; count borrowing during the week if that matters. Does not measure use of the supplies.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-033.
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Goal
By the annual IEP review date, on Monday morning, with the classroom restock box available, the student will restock the supply pouch using the checklist, performing at least 4 of 5 steps independently, for 3 consecutive weeks, as measured by a task-analysis checklist collected weekly.
Baseline: 1 of 5 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 5 steps independently.
- Annual goal286 characters
- By the annual IEP review date, on Monday morning, with the classroom restock box available, the student will restock the supply pouch using the checklist, performing at least 4 of 5 steps independently, for 3 consecutive weeks, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- On Monday morning, with the classroom restock box available
- Behavior
- The student will restock the supply pouch using the checklist
- Criteria
- Performing at least 4 of 5 steps independently, for 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- 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 4 of 5 steps independently
- Mastery rule:
- for 3 consecutive weeks
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on Monday morning, with the classroom restock box available, the student will restock the supply pouch using the checklist, performing at least 4 of 5 steps independently, for 3 consecutive weeks, as measured by a task-analysis checklist collected 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. Empties the pouch onto the desk | ||||||||
| 2. Throws away broken or used-up items | ||||||||
| 3. Counts items against the checklist | ||||||||
| 4. Takes missing items from the restock box | ||||||||
| 5. Puts everything back in the pouch and closes it | ||||||||
| 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: 4 of 5).
- 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.