IEP goals for bringing materials to class: 12 examples
By the IEP Atlas editorial teamLast updated
Short answer
A measurable IEP goal for bringing materials to class names the materials, the moment they are checked, and a count of class periods. Example: before leaving each class, using a materials card for the next period, the student will arrive with every listed item for at least 9 of 10 class periods, checked by the teacher at the door.
"Comes to class unprepared" shows up in a lot of present levels, usually with no numbers. Without numbers, you can't tell whether the student forgets everything every day or forgets a pencil on Fridays, and the goal ends up as vague as the concern.
The 12 goals below break "prepared" into four parts: checking materials before class, packing ahead, special items like gym clothes and devices, and what the student does when something is missing. Each goal names the materials, when they are checked and a count. Baselines are illustrative. For the broader set of organization goals, see organization IEP goals; this page does not repeat its materials examples. For the cluster overview, see executive functioning IEP goals.
How to choose the right goal
Track one week before you write anything: for each class period, did the student have every item? Then look at the pattern.
| Student profile | Sub-skill | Measurement method | Example data |
|---|---|---|---|
| Has materials in the locker but not in class | Checking before class | Class periods fully prepared, of periods | 4 of 10 periods |
| Arrives at school without things done at home | Packing ahead | Mornings with all items packed | 2 of 5 mornings |
| Forgets only certain items: gym clothes, library book, charger | Special items | Days the item is present, of days needed | 1 of 4 gym days |
| Missing something and sits doing nothing | Recovering when missing | Times the student asks or uses a backup, of times missing | 0 of 5 |
| Has everything but in a jumble, can't find it | Organization, not preparedness | See teaching organization skills | Not applicable |
If the student's family can't afford supplies, or the student has no locker access between classes, that is a problem to solve, not a goal to write. Keep a supply bin in the room and fix the schedule first.
Checking materials before class
| Goal | Baseline | Measure |
|---|---|---|
| Before leaving each class, using a materials list for the next class, the student will arrive with every listed item for at least 9 of 10 class periods. | 4 of 10 | Periods fully prepared |
| At the start of each class, the student will rate class-start readiness and pick a support, with the rating matching the teacher's on 4 of 5 days. | 1 of 5 | Days matching |
| During the 4-minute passing period, the student will stop at the locker and collect the materials pictured on the locker card before 2 designated classes on 8 of 10 days. | 3 of 10 | Days both classes prepared |
Weak: "The student will be prepared for class." Measurable: the first goal. It names the tool (a list), the moment (before leaving class) and the count (periods).
Packing ahead
| Goal | Baseline | Measure |
|---|---|---|
| Each evening, using a picture checklist, the student will lay out tomorrow's things the night before, with all items present at the morning check on 4 of 5 school days. | 1 of 5 | Mornings complete |
| At dismissal, the student will check the next day's schedule and pack the materials for any special class (art, music, lab) on 9 of 10 days. | 5 of 10 | Days packed |
| Each Monday, the student will restock the supply pouch with 2 pencils, an eraser and a highlighter, with the pouch complete at the Monday check on 4 of 4 weeks. | 1 of 4 | Weeks complete |
Weak: "The student will remember to bring things from home." Measurable: the layout goal. "Remember" is invisible; things laid out by the door are not.
Special items
| Goal | Baseline | Measure |
|---|---|---|
| Using a gym bag checklist, the student will pack the gym bag and arrive at PE with all required clothing on 7 of 8 PE days. | 2 of 8 | PE days prepared |
| The student will bring the library book back on library day for 4 of 4 library days in a month. | 1 of 4 | Library days returned |
| The student will arrive at the first class with the school device charged above 50% and the charger packed on 9 of 10 days. | 4 of 10 | Days charged and packed |
Weak: "The student will bring PE clothes." Measurable: the gym bag goal. It names the tool, the standard (all required clothing) and the count.
When something is missing
| Goal | Baseline | Measure |
|---|---|---|
| When missing a needed item, the student will ask for missing materials or take one from the loaner bin within the first 3 minutes of class on 4 of 5 occasions. | 0 of 5 | Occasions handled |
| When missing an item, the student will write it on a sticky note in the planner and bring it the next class on 3 of 4 occasions. | 0 of 4 | Items brought next time |
| When the device is not charged, the student will plug it into the classroom charging station and start the paper backup task within 2 minutes on 4 of 5 occasions. | 1 of 5 | Occasions handled |
Weak: "The student will advocate for needed materials." Measurable: the loaner bin goal. It says what the student does, how fast and how often.
How to measure preparedness
Count class periods as opportunities. Each period, mark whether the student had every item on the list: yes or no. That makes the measure "periods fully prepared, of periods observed," a form of opportunities data recorded on the opportunity data sheet.
- Write the list for each class. "Prepared" for science may mean the lab notebook and goggles. Post it.
- Check at the door or in the first 2 minutes, before the student can borrow something.
- Record daily for goals that target every class; graph the weekly total.
- Note the missing item. Patterns jump out quickly: always the charger, always on Mondays.
An illustrative filled-in week for the first goal (target: 9 of 10 class periods fully prepared, checked in 2 classes a day):
| Day | Class | Items on list | Items present | Fully prepared? | Missing |
|---|---|---|---|---|---|
| Monday | Math | 4 | 4 | Yes | None |
| Monday | Science | 5 | 4 | No | Goggles |
| Tuesday | Math | 4 | 4 | Yes | None |
| Tuesday | Science | 5 | 5 | Yes | None |
| Wednesday | Math | 4 | 3 | No | Calculator |
| Wednesday | Science | 5 | 5 | Yes | None |
| Thursday | Math | 4 | 4 | Yes | None |
| Thursday | Science | 5 | 5 | Yes | None |
| Friday | Math | 4 | 4 | Yes | None |
| Friday | Science | 5 | 4 | No | Goggles |
Result: 7 of 10 periods fully prepared. Goggles are missing twice in science, so the next step is a goggles hook in the science room or a goggles line on the locker card. The IEP must say how progress will be measured;[1] a sheet like this answers that and points to the fix. Review 6 to 8 weeks before changing supports.[2]
Short-term objectives
For the materials list goal:
- With an adult checking the list with the student at the end of each class, the student arrives prepared for 8 of 10 periods.
- With the student checking the list alone and an adult spot check at the door, 8 of 10 periods.
- With the list only, 9 of 10 periods.
Adapting by grade
| Grade band | What "prepared" means | Example criterion |
|---|---|---|
| K to 2 | Folder, snack, library book | Folder returned 9 of 10 days |
| 3 to 5 | Pencil pouch, homework folder, special-class items | All items 4 of 5 days |
| Middle school | Class-specific items across several rooms | 9 of 10 class periods |
| High school | Device, charger, lab and PE gear, work uniform | 9 of 10 days for each item |
Mistakes to avoid
- No list. "Prepared" means something different in every class. Write it down.
- Checking after the student borrows. Check at the door, before a pencil changes hands.
- Writing a goal for a resource problem. No supplies at home or no locker time is a fix for the adults.
- Losing the recovery skill. Every student forgets something. Teach what to do next.
Templates by grade are on the organization goals page. Paste your draft into the goal checker. For students who also forget assignments, see homework IEP goals, and for starting work once materials are out, see task initiation IEP goals.
Frequently asked questions
What is an IEP goal for coming to class prepared?
A goal that names the materials, when they are checked and a count. For example: using a materials list, the student will arrive with every listed item for at least 9 of 10 class periods, checked by the teacher at the door.
How do you measure whether a student brings materials?
Treat each class period as an opportunity and mark yes only if every item on that class's list is present at the start of class. Record the missing item too. Graph periods fully prepared out of periods checked each week.
Should a goal include what to do when materials are missing?
Often, yes. Every student forgets things sometimes. A goal for asking for a loaner or using a backup within a few minutes keeps the student working instead of sitting idle.
Use it in IEP Atlas
- Organization goals (executive function)
- Opportunities measurement guide
- Opportunity data sheet
- Executive function IEP goals
- IEP goal checker
Related guides
- Executive functioning IEP goals: examples by skill
- Organization IEP goals: 20 examples with the data behind them
- Teaching organization skills with a binder system
- Task initiation IEP goals
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.