Unpack a backpack the way kindergarten does
When to use this goal
For students in their last preschool year who will soon carry a backpack with a folder and lunch to kindergarten, and who now hand everything to an adult. Present levels in opening zippers and in following a picture sequence decide fit. Ask the receiving kindergarten what its arrival routine is.
- 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.
- Tips
- Match the steps to the kindergarten's routine and share the photo sequence with the kindergarten teacher. A large zipper pull helps. Families can practice the same steps at home in the summer.
- Limits
- Kindergarten routines vary; check with the receiving school. Does not cover the rest of the arrival routine (fn-rt-001).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-028.
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Goal
By the annual IEP review date, at arrival in the preschool classroom, carrying a backpack with a folder and a lunch box, the student will unpack the backpack, put the folder in the folder bin and the lunch in the lunch spot, and hang up the backpack, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
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 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 6 steps independently.
- Annual goal402 characters
- By the annual IEP review date, at arrival in the preschool classroom, carrying a backpack with a folder and a lunch box, the student will unpack the backpack, put the folder in the folder bin and the lunch in the lunch spot, and hang up the backpack, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
- Timeframe
- By the annual IEP review date
- Condition
- At arrival in the preschool classroom, carrying a backpack with a folder and a lunch box
- Behavior
- The student will unpack the backpack, put the folder in the folder bin and the lunch in the lunch spot, and hang up the backpack
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at arrival
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 days
- Collection schedule:
- daily at arrival
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at arrival in the preschool classroom, carrying a backpack with a folder and a lunch box, the student will unpack the backpack, put the folder in the folder bin and the lunch in the lunch spot, and hang up the backpack, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
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. Takes off the backpack at the cubby | ||||||||
| 2. Opens the zipper | ||||||||
| 3. Takes out the folder and puts it in the folder bin | ||||||||
| 4. Takes out the lunch box and puts it in the lunch spot | ||||||||
| 5. Closes the zipper | ||||||||
| 6. Hangs the backpack on the hook | ||||||||
| 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.