Sort trash, recycling, and compost
When to use this goal
For students who put everything in one bin. Local recycling rules differ, so the key is the student's own town's list. Present levels in sorting by category decide fit, not grade.
- Baseline
- Use the town's real recycling list and real, clean items. Score each item, and track the hard ones (greasy pizza boxes, plastic bags, food-soiled paper) separately.
- Tips
- If the student's home has no compost bin, use two bins. Practicing at the school's real bins after lunch gives daily chances.
- Limits
- Rules differ between home, school, and work; update the key when the setting changes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-030.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 12 to 15 clean used items and labeled trash, recycling, and compost bins in the classroom, the student will put each item in the trash, recycling, or compost bin it belongs in independently with at least 90% accuracy on items sorted into the correct bin, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 55% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Independent Living.
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
- Transition & Postsecondary Skills - Independent Living
- Baseline
- 55% accuracy.
- Annual goal382 characters
- By the annual IEP review date, given 12 to 15 clean used items and labeled trash, recycling, and compost bins in the classroom, the student will put each item in the trash, recycling, or compost bin it belongs in independently with at least 90% accuracy on items sorted into the correct bin, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 12 to 15 clean used items and labeled trash, recycling, and compost bins in the classroom
- Behavior
- The student will put each item in the trash, recycling, or compost bin it belongs in independently
- Criteria
- With at least 90% accuracy on items sorted into the correct bin, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on items sorted into the correct bin
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 12 to 15 clean used items and labeled trash, recycling, and compost bins in the classroom, the student will put each item in the trash, recycling, or compost bin it belongs in independently with at least 90% accuracy on items sorted into the correct bin, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.