Clean the lab station and return equipment
When to use this goal
For students who finish the lab work but leave glassware, chemicals or wet surfaces behind, or put equipment back in the wrong place. Present levels in following a clean-up checklist in other classes show readiness.
- Baseline
- Observe two or three clean-ups and mark each step. Steps that depend on the lab (rinsing glassware, heat sources) are scored done if not needed for that lab and noted as such.
- Tips
- Clean-up is a safety routine and a job skill; the same routine fits a vocational lab or a kitchen. An equipment map with photos speeds learning. Keep adult supervision of heat and chemical steps.
- Limits
- The checklist covers routine clean-up only; chemical disposal follows the science teacher's directions. Rushed endings of class lower scores; leave enough time on data days.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-031.
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Goal
By the annual IEP review date, at the end of each science lab with an equipment map posted at the supply area, the student will complete the lab clean-up routine before leaving the station, performing all 8 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab.
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 Science 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
- Science, Social Studies & Digital Literacy - Science Skills
- Baseline
- 3 of 8 steps independently.
- Annual goal318 characters
- By the annual IEP review date, at the end of each science lab with an equipment map posted at the supply area, the student will complete the lab clean-up routine before leaving the station, performing all 8 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of each science lab with an equipment map posted at the supply area
- Behavior
- The student will complete the lab clean-up routine before leaving the station
- Criteria
- Performing all 8 steps independently, across 3 consecutive labs
- Evaluation method
- A task-analysis checklist
- Schedule
- At each lab
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 8 steps independently
- Mastery rule:
- across 3 consecutive labs
- Collection schedule:
- at each lab
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the end of each science lab with an equipment map posted at the supply area, the student will complete the lab clean-up routine before leaving the station, performing all 8 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab.
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. Dispose of used materials in the container the teacher names | ||||||||
| 2. Rinse glassware if the lab directs it | ||||||||
| 3. Return each tool to its labeled spot on the equipment map | ||||||||
| 4. Turn off and unplug any heat source or device | ||||||||
| 5. Wipe the table | ||||||||
| 6. Push in stools and clear the floor | ||||||||
| 7. Remove goggles and return them | ||||||||
| 8. Wash hands | ||||||||
| 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: 8 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.