Clean up and return materials after an activity
When to use this goal
For students who stop when the clean-up signal is given but leave materials out, put them in the wrong place, or wait for an adult to hand them each item. Observation of the classroom's storage system and present levels decide the step list.
- 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. Observe clean-up after a preferred activity and after a non-preferred one; the difference tells you whether the barrier is the routine or ending the activity.
- Tips
- Label storage with photos of the actual materials before collecting baseline so the routine is teachable. If the student stops but will not begin, pair this goal with the transition-signal latency template (fn-rt-005).
- Limits
- Group clean-up makes it hard to credit the student for individual steps; observe the student's own materials. Does not measure whether the student handles materials carefully during the activity itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-010.
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Goal
By the annual IEP review date, when the clean-up signal is given at the end of a center or small-group activity, the student will clean up and return materials to their labeled storage spots, performing at least 4 of 5 steps independently, on 4 of 5 consecutive observed clean-ups, as measured by a task-analysis checklist collected daily during 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 Functional Routines.
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 - Functional Routines
- Baseline
- 1 of 5 steps independently.
- Annual goal364 characters
- By the annual IEP review date, when the clean-up signal is given at the end of a center or small-group activity, the student will clean up and return materials to their labeled storage spots, performing at least 4 of 5 steps independently, on 4 of 5 consecutive observed clean-ups, as measured by a task-analysis checklist collected daily during one clean-up time.
- Timeframe
- By the annual IEP review date
- Condition
- When the clean-up signal is given at the end of a center or small-group activity
- Behavior
- The student will clean up and return materials to their labeled storage spots
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive observed clean-ups
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during 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 observed clean-ups
- Collection schedule:
- daily during one clean-up time
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the clean-up signal is given at the end of a center or small-group activity, the student will clean up and return materials to their labeled storage spots, performing at least 4 of 5 steps independently, on 4 of 5 consecutive observed clean-ups, as measured by a task-analysis checklist collected daily during 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 using the materials when the signal is given | ||||||||
| 2. Gathers the materials used into one spot | ||||||||
| 3. Puts each item in its labeled bin or shelf | ||||||||
| 4. Wipes or clears the table surface | ||||||||
| 5. Pushes in the chair and checks the floor under the work spot | ||||||||
| 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.