Put away one activity and choose another
When to use this goal
For primary students who finish or tire of an activity and then leave materials out, wait for an adult, or drift. Present levels decide fit. Switching on their own keeps free time going without adult direction.
- Baseline
- Observe the routine 3 or more times before setting a target. Mark each step as independent, done with a named prompt, or not done, and count only independent steps. Note which steps stop the activity from happening at all; teach those first.
- Tips
- Labeled shelves with pictures make the first two steps easier. Score from observation. The student may choose to go back to the same activity later.
- Limits
- Does not measure time spent in each activity. Students who need a clear end to an activity may need a timer or finished signal first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-005.
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Goal
By the annual IEP review date, during free choice time, when they finish or want to change an activity, the student will put the activity away and choose and start a new one, performing at least 4 of 5 steps independently, across 4 consecutive free-time sessions, as measured by a task-analysis checklist collected twice 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 Leisure & Recreation.
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
- Functional & Independence Skills - Leisure & Recreation
- Baseline
- 1 of 5 steps independently.
- Annual goal328 characters
- By the annual IEP review date, during free choice time, when they finish or want to change an activity, the student will put the activity away and choose and start a new one, performing at least 4 of 5 steps independently, across 4 consecutive free-time sessions, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During free choice time, when they finish or want to change an activity
- Behavior
- The student will put the activity away and choose and start a new one
- Criteria
- Performing at least 4 of 5 steps independently, across 4 consecutive free-time sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice 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:
- across 4 consecutive free-time sessions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during free choice time, when they finish or want to change an activity, the student will put the activity away and choose and start a new one, performing at least 4 of 5 steps independently, across 4 consecutive free-time sessions, as measured by a task-analysis checklist collected twice 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. Puts the pieces back in the bin or box | ||||||||
| 2. Returns the bin to its place on the shelf | ||||||||
| 3. Looks at the choice board or shelf and picks a new activity | ||||||||
| 4. Takes the new activity to a play spot | ||||||||
| 5. Begins using the new activity | ||||||||
| 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.