Put toys away when the clean-up song starts
When to use this goal
For children who keep playing through the clean-up song or carry one toy to the shelf and stop. Observation of several clean-ups and present levels in matching toys to labeled bins decide the steps.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Count how many toys the child put away unprompted, as well as the steps, because the keep-going step is the usual gap.
- Tips
- Picture labels on bins make the matching step possible; take photos of the real toys. Keep the clean-up area small at first (one shelf) and widen it. Adults cleaning up beside the child is a model, not a prompt, and can be faded by distance.
- Limits
- Group clean-up makes individual credit hard; observe the child's own area. Does not measure speed, and a very slow clean-up may need a timer.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-007.
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Goal
By the annual IEP review date, when the clean-up song starts at the end of free play, with picture-labeled bins on the shelves, the student will put the toys from the play area into their labeled bins, performing at least 4 of 5 steps independently, on 4 of 5 consecutive clean-ups, as measured by a task-analysis checklist collected daily at one clean-up time.
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 Preschool & Kindergarten Readiness.
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 - Preschool & Kindergarten Readiness
- Baseline
- 1 of 5 steps independently.
- Annual goal361 characters
- By the annual IEP review date, when the clean-up song starts at the end of free play, with picture-labeled bins on the shelves, the student will put the toys from the play area into their labeled bins, performing at least 4 of 5 steps independently, on 4 of 5 consecutive clean-ups, as measured by a task-analysis checklist collected daily at one clean-up time.
- Timeframe
- By the annual IEP review date
- Condition
- When the clean-up song starts at the end of free play, with picture-labeled bins on the shelves
- Behavior
- The student will put the toys from the play area into their labeled bins
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive clean-ups
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at one clean-up time
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 clean-ups
- Collection schedule:
- daily at one clean-up time
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the clean-up song starts at the end of free play, with picture-labeled bins on the shelves, the student will put the toys from the play area into their labeled bins, performing at least 4 of 5 steps independently, on 4 of 5 consecutive clean-ups, as measured by a task-analysis checklist collected daily at one clean-up time.
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. Stops playing when the song starts | ||||||||
| 2. Picks up a toy from the play area | ||||||||
| 3. Puts it in the bin with the matching picture | ||||||||
| 4. Keeps picking up and putting away until the area is clear | ||||||||
| 5. Goes to the next activity when the song ends | ||||||||
| 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.