Plan the day's materials from the schedule each morning
When to use this goal
For students with a rotating schedule whose present levels show missing materials for afternoon classes or PE days. For students who can read their schedule.
- Baseline
- Watch the morning routine for three days and score each step. Ask teachers which classes the student most often arrives at without materials; the pattern usually matches a skipped step.
- Tips
- Keep the plan card short and tied to the actual schedule. Score a step independent when done without adult direction. This goal plans the day; ef-org-003 measures the check before each class.
- Limits
- Depends on the schedule being accurate and visible. Does not measure whether materials are then used in class.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-016.
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Goal
By the annual IEP review date, each morning before first period with the day's schedule visible, the student will complete a morning materials plan using a morning plan card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily and summarized 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 Planning.
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 - Planning
- Baseline
- 1 of 5 steps independently.
- Annual goal337 characters
- By the annual IEP review date, each morning before first period with the day's schedule visible, the student will complete a morning materials plan using a morning plan card, performing at least 4 of 5 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
- Each morning before first period with the day's schedule visible
- Behavior
- The student will complete a morning materials plan using a morning plan card
- Criteria
- Performing at least 4 of 5 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 4 of 5 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, each morning before first period with the day's schedule visible, the student will complete a morning materials plan using a morning plan card, performing at least 4 of 5 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. Reads today's schedule, including specials or rotations | ||||||||
| 2. Names anything unusual about today (PE, lab, field trip, test) | ||||||||
| 3. Lists the materials needed for each class | ||||||||
| 4. Gathers the morning materials and places afternoon materials where they can be reached | ||||||||
| 5. Checks that any special item (gym clothes, permission slip, instrument) is present | ||||||||
| 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.