Pack up at the end of class
When to use this goal
For middle and high school students who stay seated after the bell, leave materials behind, or forget the homework instructions at the end of class. Present levels from observation across several periods decide fit; fn-rt-009 covers the start of the period.
- 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. Sample at least two different classes; routines often hold in one room and break down in another.
- Tips
- Ask teachers to give the same warning in every room. A phone photo of the board is an accepted way to record homework if school rules allow it. Pair with fn-si-005 (bringing materials) to cover both ends of the period.
- Limits
- Does not measure whether homework is done. Short passing times may make some steps impossible in some rooms; adjust the steps, not the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-038.
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Goal
By the annual IEP review date, when the teacher gives the two-minute warning at the end of a class period, the student will complete the end-of-period routine before leaving the classroom, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected two class periods per day, three days 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 goal360 characters
- By the annual IEP review date, when the teacher gives the two-minute warning at the end of a class period, the student will complete the end-of-period routine before leaving the classroom, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected two class periods per day, three days per week.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher gives the two-minute warning at the end of a class period
- Behavior
- The student will complete the end-of-period routine before leaving the classroom
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Two class periods 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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- two class periods per day, three days per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the teacher gives the two-minute warning at the end of a class period, the student will complete the end-of-period routine before leaving the classroom, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected two class periods 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. Stops working when the two-minute warning is given | ||||||||
| 2. Records or takes a photo of the homework or next-class reminder | ||||||||
| 3. Puts papers in the correct folder and materials in the bag | ||||||||
| 4. Returns borrowed class materials or cleans the work space | ||||||||
| 5. Pushes in the chair and checks the area for belongings | ||||||||
| 6. Leaves with the class at the bell | ||||||||
| 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.