Do a job task from a how-to video
When to use this goal
For transition-age students who can learn work tasks from video prompting and need fewer job coach prompts. The video should show the real task at the real site, recorded from the worker's view. Present levels, not grade, decide the number of clips.
- Baseline
- Score the task once with spoken job coach directions and once with the video. Record prompts needed for each clip.
- Tips
- Supervisors or coworkers can record the video; it doubles as training for future employees. Rewrite step names to the actual job. Earbuds keep audio private.
- Limits
- Phone use rules vary by employer. Video prompting fits learned tasks less well than new ones; fade it as the task becomes routine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-024.
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Goal
By the annual IEP review date, at a work-based learning site, given a phone or tablet with a how-to video of a new task cut into short clips, the student will watch each clip and do that step of the job before moving to the next clip, performing at least 7 of 8 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected each shift with the task.
Baseline: 2 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 Following Multi-Step Directions.
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
- Executive Function - Following Multi-Step Directions
- Baseline
- 2 of 8 steps independently.
- Annual goal384 characters
- By the annual IEP review date, at a work-based learning site, given a phone or tablet with a how-to video of a new task cut into short clips, the student will watch each clip and do that step of the job before moving to the next clip, performing at least 7 of 8 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected each shift with the task.
- Timeframe
- By the annual IEP review date
- Condition
- At a work-based learning site, given a phone or tablet with a how-to video of a new task cut into short clips
- Behavior
- The student will watch each clip and do that step of the job before moving to the next clip
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive shifts
- Evaluation method
- A task-analysis checklist
- Schedule
- Each shift with the task
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 at least 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive shifts
- Collection schedule:
- each shift with the task
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a work-based learning site, given a phone or tablet with a how-to video of a new task cut into short clips, the student will watch each clip and do that step of the job before moving to the next clip, performing at least 7 of 8 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected each shift with the task.
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. Opens the video for the assigned task | ||||||||
| 2. Gathers the tools and materials shown in clip 1 | ||||||||
| 3. Does the step in clip 2 as shown | ||||||||
| 4. Does the step in clip 3 as shown | ||||||||
| 5. Does the step in clip 4 as shown | ||||||||
| 6. Does the step in clip 5 as shown | ||||||||
| 7. Replays a clip when the result does not match the video | ||||||||
| 8. Checks the finished task against the last clip | ||||||||
| 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: 7 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.