Open and close a backpack, pencil case, and binder
When to use this goal
For students who need an adult to open zippered pouches, snap binder rings, or clip a folder, which slows every transition. Observation at arrival, during materials changes, and at pack-up decides which items go on the step list; grade only suggests which items the student uses.
- Baseline
- Observe three arrivals and three pack-ups and mark each step independent, prompted, or adult-completed. Try the student's actual bag and pouch; a stiff zipper or a tiny pull can be solved with a zipper ring or a different pouch instead of months of practice.
- Tips
- A classroom aide can collect this at arrival in under a minute. Match the step list to what this student carries; drop steps for items the student does not use. This goal pairs with an organization goal if the barrier is remembering rather than doing.
- Limits
- Measures the motor side of materials management only. Students who can open everything but lose papers need an organization goal. A change in backpack or binder resets the difficulty; note it on the data sheet.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-018.
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Goal
By the annual IEP review date, during the arrival routine with the student's own backpack, pencil case, and folder, the student will complete the steps of opening and closing each item, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily during arrival for one week each month.
Baseline: 3 of 8 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 Fine Motor Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Fine Motor Skills
- Baseline
- 3 of 8 steps independently.
- Annual goal365 characters
- By the annual IEP review date, during the arrival routine with the student's own backpack, pencil case, and folder, the student will complete the steps of opening and closing each item, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily during arrival for one week each month.
- Timeframe
- By the annual IEP review date
- Condition
- During the arrival routine with the student's own backpack, pencil case, and folder
- Behavior
- The student will complete the steps of opening and closing each item
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during arrival for one week each month
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 7 of 8 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily during arrival for one week each month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the arrival routine with the student's own backpack, pencil case, and folder, the student will complete the steps of opening and closing each item, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily during arrival for one week each month.
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. Unzips the backpack main compartment | ||||||||
| 2. Removes the folder and pencil case | ||||||||
| 3. Unzips the pencil case and takes out a pencil | ||||||||
| 4. Zips the pencil case closed | ||||||||
| 5. Opens the folder and removes or inserts a paper | ||||||||
| 6. Opens the binder rings and inserts a paper on the rings | ||||||||
| 7. Closes the binder rings until they click | ||||||||
| 8. Zips the backpack closed | ||||||||
| 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: 7 of 8).
- 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.