Clean out the desk and folder each Friday
When to use this goal
For students whose desk, bin, or folder fills with old papers and lost materials until an adult sorts it. Present levels in sorting and in following a written or picture checklist decide fit. The routine runs once a week at a set time.
- 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. Because the routine happens weekly, a 3-week baseline is enough; photograph the desk before and after to support the step scoring.
- Tips
- Make the desk or bin sections match the checklist words. Families can be told that Friday folders will now arrive sorted. Students in departmentalized grades can use the same routine for a binder.
- Limits
- One opportunity per week means slow data. Does not measure keeping the desk organized through the week; add a daily check if that is the need.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-034.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a ten-minute clean-out time on Friday afternoon, given a picture or written checklist, the student will complete the weekly clean-out routine for the desk and folder, performing at least 6 of 7 steps independently, on 3 of 4 consecutive Fridays, as measured by a task-analysis checklist collected weekly at clean-out time.
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 goal360 characters
- By the annual IEP review date, during a ten-minute clean-out time on Friday afternoon, given a picture or written checklist, the student will complete the weekly clean-out routine for the desk and folder, performing at least 6 of 7 steps independently, on 3 of 4 consecutive Fridays, as measured by a task-analysis checklist collected weekly at clean-out time.
- Timeframe
- By the annual IEP review date
- Condition
- During a ten-minute clean-out time on Friday afternoon, given a picture or written checklist
- Behavior
- The student will complete the weekly clean-out routine for the desk and folder
- Criteria
- Performing at least 6 of 7 steps independently, on 3 of 4 consecutive Fridays
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly at clean-out 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 6 of 7 steps independently
- Mastery rule:
- on 3 of 4 consecutive Fridays
- Collection schedule:
- weekly at clean-out time
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a ten-minute clean-out time on Friday afternoon, given a picture or written checklist, the student will complete the weekly clean-out routine for the desk and folder, performing at least 6 of 7 steps independently, on 3 of 4 consecutive Fridays, as measured by a task-analysis checklist collected weekly at clean-out 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. Takes everything out of the desk or bin onto the table | ||||||||
| 2. Puts finished and graded papers in the take-home pocket | ||||||||
| 3. Puts unfinished work in the to-do folder | ||||||||
| 4. Recycles scraps and old handouts | ||||||||
| 5. Returns borrowed items such as books or headphones | ||||||||
| 6. Puts supplies back in their labeled sections | ||||||||
| 7. Puts the folder in the backpack for home | ||||||||
| 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.