Set up and put away the rest mat
When to use this goal
For preschoolers who stay on the mat once it is ready but wait for an adult to get it out, lay it down, and put it away afterward. Present levels in following picture sequences and the room layout decide fit, not age; fn-pk-020 covers staying on the mat during rest itself.
- 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. Score set-up and put-away from the same day so the record reflects one full routine, and note whether the spot was marked with a floor photo.
- Tips
- A photo of each child on the mat corner and a matching photo on the floor spot carry most of the routine. Families who use a comfort item at home can send the same one. Shorten the sequence for students who do not nap and rest on a quiet-activity mat instead.
- Limits
- Measures the set-up and put-away steps, not resting or sleeping. Programs without a rest period, or students with a health plan for positioning, need a different routine goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-021.
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Goal
By the annual IEP review date, when the rest-time song or signal starts and mats are stored on a labeled shelf, the student will get out the rest mat, set it up in the assigned spot, and put it away after rest, 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 rest time.
Baseline: 2 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 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
- 2 of 6 steps independently.
- Annual goal364 characters
- By the annual IEP review date, when the rest-time song or signal starts and mats are stored on a labeled shelf, the student will get out the rest mat, set it up in the assigned spot, and put it away after rest, 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 rest time.
- Timeframe
- By the annual IEP review date
- Condition
- When the rest-time song or signal starts and mats are stored on a labeled shelf
- Behavior
- The student will get out the rest mat, set it up in the assigned spot, and put it away after rest
- 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 rest 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 rest time
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the rest-time song or signal starts and mats are stored on a labeled shelf, the student will get out the rest mat, set it up in the assigned spot, and put it away after rest, 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 rest 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. Goes to the mat shelf or bin when the signal starts | ||||||||
| 2. Finds own mat by the name photo or symbol | ||||||||
| 3. Carries the mat to the assigned spot and lays it flat | ||||||||
| 4. Puts the blanket or comfort item on the mat | ||||||||
| 5. After rest, folds or rolls the blanket and stacks it on the mat | ||||||||
| 6. Returns the mat and blanket to the shelf or 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.