Plan, do, and clean up during choice time
When to use this goal
For students who choose an activity at free time but move from one to the next without finishing or returning materials, or who wait for an adult to start them. Base it on present levels in choice-making and in using a timer; the choice is always the student's.
- 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. Record which activity was chosen each time; data that vary with the activity show where clean-up is hardest.
- Tips
- Let the student add activities to the menu. Choice time is a good place to practice timers and clean-up because the activity itself is preferred. Never remove choice time as a consequence for missed steps.
- Limits
- Measures the routine, not how the student plays or whether they play with peers. Rooms with few choices make the planning steps trivial.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-033.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a 20-minute choice time with a written or picture choice menu, the student will choose an activity, set the timer, use the activity until the timer ends, and put it away, performing at least 5 of 6 steps independently, on 4 of 5 consecutive choice times, as measured by a task-analysis checklist collected at each choice time, three times per week.
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 goal386 characters
- By the annual IEP review date, during a 20-minute choice time with a written or picture choice menu, the student will choose an activity, set the timer, use the activity until the timer ends, and put it away, performing at least 5 of 6 steps independently, on 4 of 5 consecutive choice times, as measured by a task-analysis checklist collected at each choice time, three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute choice time with a written or picture choice menu
- Behavior
- The student will choose an activity, set the timer, use the activity until the timer ends, and put it away
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive choice times
- Evaluation method
- A task-analysis checklist
- Schedule
- At each choice time, three times 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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive choice times
- Collection schedule:
- at each choice time, three times per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a 20-minute choice time with a written or picture choice menu, the student will choose an activity, set the timer, use the activity until the timer ends, and put it away, performing at least 5 of 6 steps independently, on 4 of 5 consecutive choice times, as measured by a task-analysis checklist collected at each choice time, three times 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. Picks an activity from the choice menu | ||||||||
| 2. Writes or moves a name marker to the chosen activity | ||||||||
| 3. Sets the visual timer to the time shown | ||||||||
| 4. Gets the materials and uses them at the activity's spot | ||||||||
| 5. Puts the materials away when the timer ends | ||||||||
| 6. Checks the schedule for 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: 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.