Social Emotional IEP Goals
For special education teachers, this IEP goal is designed to help students navigate how to make choices to arrive at class with all materials required for daily assignments. This goal will help students understand the importance of preparing for class and arriving on time. Materials organization is important for learning because it can help reduce distractions and time wasted looking for things. It also works to promote time management skills. If all students need is in one place, they are more likely to use their time wisely and be productive. This IEP goal is designed to help students arrive at class with all materials required for daily assignments. This way, students can focus on learning and be successful in their studies.
Content Strand
Work Habits
Materials Organization In A Classroom Setting
Target IEP Goal
By (date), when given a classroom setting, the student will independently arrive at class with all materials required for daily assignments (e.g. paper, pen, pencil, text, homework, rubric), improving productive school behavior skills from 0/10 opportunities in ten consecutive trials to 8/10 opportunities in ten consecutive trials.
IEP Goal Objectives
Materials Organization In A Classroom Setting
By (date), when given a situation requiring materials organization in a classroom setting, the student will independently arrive at class with all materials required for daily assignments (e.g., paper, pen, pencil, text, homework, rubric), improving productive school behavior skills from 0/10 opportunities in ten consecutive trials to 8/10 opportunities in ten consecutive trials.
A Hypothetical Situation Requiring Materials Organization Worksheet
By (date), when given a hypothetical situation requiring a materials organization worksheet, the student will independently select an appropriate solution to the scenario, improving productive school behavior skills from 0/10 opportunities in ten consecutive trials to 8/10 opportunities in ten consecutive trials.
A Hypothetical Situation Requiring Materials Organization Role-Play
By (date), when given a hypothetical situation requiring materials organization role-play, the student will independently verbalize or act out an appropriate solution to the scenario, improving productive school behavior skills from 0/10 opportunities in ten consecutive trials to 8/10 opportunities in ten consecutive trials.
A Hypothetical Situation Requiring Materials Organization Third Person Social Story
By (date), when given a hypothetical situation requiring materials organization third person social story, the student will independently verbalize an appropriate solution to the scenario, improving productive school behavior skills from 0/10 opportunities in ten consecutive trials to 8/10 opportunities in ten consecutive trials.