Complete the steps of a classroom job
When to use this goal
For students who want a classroom job but forget it, do part of it, or turn it into play, and for whom a job is a useful way to build responsibility and belonging. Fit depends on observation, not grade. Choose a job with clear steps and a set time.
- Baseline
- Score the steps for the first week of a new job. Most students do the middle steps and miss the start (remembering) or the end (putting materials back); target those with the picture card.
- Tips
- Jobs give students a valued role; pick one that matches a strength. Rotate jobs only after the student has done one well, or keep the same job longer than peers. Thank the student publicly for the job done.
- Limits
- Measures a single routine; generalization to other responsibilities needs its own checks. Some jobs happen only weekly; summarize across several weeks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-046.
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Goal
By the annual IEP review date, during the scheduled time for the student's weekly classroom job (paper passer, plant waterer, or board cleaner), the student will complete the classroom job steps at the scheduled time, performing all 6 steps independently, on 4 of 5 consecutive scheduled job times, as measured by a task-analysis checklist collected each scheduled job time.
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 Classroom Expectations & 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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 2 of 6 steps independently.
- Annual goal374 characters
- By the annual IEP review date, during the scheduled time for the student's weekly classroom job (paper passer, plant waterer, or board cleaner), the student will complete the classroom job steps at the scheduled time, performing all 6 steps independently, on 4 of 5 consecutive scheduled job times, as measured by a task-analysis checklist collected each scheduled job time.
- Timeframe
- By the annual IEP review date
- Condition
- During the scheduled time for the student's weekly classroom job (paper passer, plant waterer, or board cleaner)
- Behavior
- The student will complete the classroom job steps at the scheduled time
- Criteria
- Performing all 6 steps independently, on 4 of 5 consecutive scheduled job times
- Evaluation method
- A task-analysis checklist
- Schedule
- Each scheduled job time
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 all 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive scheduled job times
- Collection schedule:
- each scheduled job time
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the scheduled time for the student's weekly classroom job (paper passer, plant waterer, or board cleaner), the student will complete the classroom job steps at the scheduled time, performing all 6 steps independently, on 4 of 5 consecutive scheduled job times, as measured by a task-analysis checklist collected each scheduled job time.
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. Check the job chart for this week's job | ||||||||
| 2. Get the materials for the job | ||||||||
| 3. Start the job at the scheduled time | ||||||||
| 4. Finish every part of the job | ||||||||
| 5. Put the job materials back in their place | ||||||||
| 6. Mark the job as done on the chart | ||||||||
| 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: 6 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.