Get out and put away the supply box
When to use this goal
For kindergartners who sit at the table waiting for an adult to open the supply box and hand out crayons, scissors, and glue. Present levels in fine motor skills and in following a picture sequence decide fit.
- 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
- Boxes with snap lids that open easily help. Show the needed supplies on the task card. This routine supports independent table work all year.
- Limits
- Fine motor needs may make caps and lids hard; consult the OT. Does not measure use of the supplies.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-044.
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Goal
By the annual IEP review date, at the start of table work, with a supply box in the student's table bin, the student will get the supply box, open it, take out what the task needs, and put everything back at the end, 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 one table work time.
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 goal380 characters
- By the annual IEP review date, at the start of table work, with a supply box in the student's table bin, the student will get the supply box, open it, take out what the task needs, and put everything back at the end, 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 one table work time.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of table work, with a supply box in the student's table bin
- Behavior
- The student will get the supply box, open it, take out what the task needs, and put everything back at the end
- 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 one table work 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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at one table work time
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of table work, with a supply box in the student's table bin, the student will get the supply box, open it, take out what the task needs, and put everything back at the end, 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 one table work 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. Takes the supply box from the table bin | ||||||||
| 2. Opens the lid | ||||||||
| 3. Takes out only the supplies the task needs | ||||||||
| 4. Puts caps back on markers and glue | ||||||||
| 5. Puts all supplies back in the box | ||||||||
| 6. Closes the box and returns it to the bin | ||||||||
| 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.