Get and return materials at the supply shelf
When to use this goal
For students who wait at the table for an adult to hand out materials for each task and leave them out at the end. Fit depends on present levels in matching labels or pictures and on the classroom's shelf system, not grade; the target materials should be ones the student uses every day.
- 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. Count how many items were on the list; a three-item list and a five-item list are different tasks, so keep the number steady for baseline.
- Tips
- Use the same label on the shelf spot and on the task card so the student matches rather than remembers. Add items to the list gradually. This routine supports independent work systems and later job tasks such as stocking.
- Limits
- Does not measure task completion. Shelves that are often rearranged or out of stock make the data noisy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-026.
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Goal
By the annual IEP review date, when the teacher names a task and the materials are on a shelf with picture and word labels, the student will collect the materials for the task from the shelf and return each item to its labeled spot afterward, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected two tasks per day, three days per week.
Baseline: 2 of 7 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 7 steps independently.
- Annual goal406 characters
- By the annual IEP review date, when the teacher names a task and the materials are on a shelf with picture and word labels, the student will collect the materials for the task from the shelf and return each item to its labeled spot afterward, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected two tasks per day, three days per week.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher names a task and the materials are on a shelf with picture and word labels
- Behavior
- The student will collect the materials for the task from the shelf and return each item to its labeled spot afterward
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Two tasks per day, three days 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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- two tasks per day, three days per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the teacher names a task and the materials are on a shelf with picture and word labels, the student will collect the materials for the task from the shelf and return each item to its labeled spot afterward, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected two tasks per day, three days 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. Checks the task card or listens to the named task | ||||||||
| 2. Walks to the supply shelf | ||||||||
| 3. Takes each item on the list, matching the label | ||||||||
| 4. Carries the materials to the work space without dropping them | ||||||||
| 5. When the task ends, gathers all the items | ||||||||
| 6. Returns each item to the spot with its matching label | ||||||||
| 7. Goes back to the seat or the next activity | ||||||||
| 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: 6 of 7).
- 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.