Carry out the steps of a classroom job
When to use this goal
For students who want a classroom job but need adult help to finish its steps (feed the fish, water the plants, pass out folders). Present levels, not grade, decide the job and its number of steps.
- Baseline
- Watch the job for three to five days and score the steps done without help. Choose a job with steps the student can do.
- Tips
- Jobs give natural, motivating practice with directions. Rotate jobs only after the student reaches the target, or use the same card format for each job.
- Limits
- Jobs that change weekly make data hard to compare. Does not measure spoken directions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-032.
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Goal
By the annual IEP review date, at classroom job time, given the job card for the student's assigned job, the student will complete the classroom job's steps as shown on the job card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily.
Baseline: 1 of 5 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
- 1 of 5 steps independently.
- Annual goal323 characters
- By the annual IEP review date, at classroom job time, given the job card for the student's assigned job, the student will complete the classroom job's steps as shown on the job card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- At classroom job time, given the job card for the student's assigned job
- Behavior
- The student will complete the classroom job's steps as shown on the job card
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily
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 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at classroom job time, given the job card for the student's assigned job, the student will complete the classroom job's steps as shown on the job card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily.
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. Checks the job chart for the assigned job | ||||||||
| 2. Gets the job card and the materials it lists | ||||||||
| 3. Does the first job step on the card | ||||||||
| 4. Does the remaining job steps on the card in order | ||||||||
| 5. Puts materials back and turns the job card to done | ||||||||
| 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: 4 of 5).
- 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.