Follow a mini-schedule at a play center
When to use this goal
For young students who follow a daily picture schedule but wander or stop inside a center because the activity has no clear sequence. Use present levels in matching pictures to objects and in following the daily schedule to decide fit; the mini-schedule breaks one center into three or four pictured parts.
- 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. Keep the same center for baseline and early teaching; a new center changes the difficulty more than the support does.
- Tips
- Use real photos of the materials for students who do not yet match line drawings. Pick parts that end on their own (build a tower, then knock it down, then put blocks in the bin) so the student can tell when each part is done. The same strip format can move to work tasks later.
- Limits
- Does not measure play quality or interaction with peers. Students who need full physical guidance to handle the materials need a motor or play goal first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-022.
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Goal
By the annual IEP review date, during center time, given a three-picture mini-schedule strip at the block or kitchen center, the student will follow the mini-schedule from the first picture to the finished pocket, performing at least 4 of 5 steps independently, across 3 consecutive observed center sessions, as measured by a task-analysis checklist collected three center sessions per week.
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 goal391 characters
- By the annual IEP review date, during center time, given a three-picture mini-schedule strip at the block or kitchen center, the student will follow the mini-schedule from the first picture to the finished pocket, performing at least 4 of 5 steps independently, across 3 consecutive observed center sessions, as measured by a task-analysis checklist collected three center sessions per week.
- Timeframe
- By the annual IEP review date
- Condition
- During center time, given a three-picture mini-schedule strip at the block or kitchen center
- Behavior
- The student will follow the mini-schedule from the first picture to the finished pocket
- Criteria
- Performing at least 4 of 5 steps independently, across 3 consecutive observed center sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Three center sessions per week
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:
- across 3 consecutive observed center sessions
- Collection schedule:
- three center sessions per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during center time, given a three-picture mini-schedule strip at the block or kitchen center, the student will follow the mini-schedule from the first picture to the finished pocket, performing at least 4 of 5 steps independently, across 3 consecutive observed center sessions, as measured by a task-analysis checklist collected three center sessions per week.
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 mini-schedule strip from the center hook | ||||||||
| 2. Does the first pictured part of the activity | ||||||||
| 3. Moves the first picture to the finished pocket and checks the next one | ||||||||
| 4. Does the second and third pictured parts | ||||||||
| 5. Puts the last picture in the finished pocket and hangs the strip back up | ||||||||
| 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.