Set up a job site work station
When to use this goal
For transition-age students in work-based learning who start shifts by searching for tools and supplies, or start with the wrong ones. The tasks should be ones the student has been trained on. Present levels at the site, not grade, decide the number of steps.
- Baseline
- The job coach scores set-up on two or three shifts without prompting. Record which steps the student skips and how long set-up takes. Use the site's own set-up standard; ask the supervisor for it.
- Tips
- Match steps to the real job (dish pit, library cart, stocking aisle). Take the photo with the supervisor so the standard is theirs. Fade the job coach's distance as steps become independent.
- Limits
- Sites change layouts; update the checklist when they do. Safety gear steps are required every time and should be coached directly, not left to the goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-023.
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Goal
By the annual IEP review date, at the start of a work-based learning shift at the student's assigned station, the student will set up the work station before starting the first task, performing at least 6 of 7 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected each shift, summarized weekly.
Baseline: 2 of 7 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 Organization.
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 - Organization
- Baseline
- 2 of 7 steps independently.
- Annual goal342 characters
- By the annual IEP review date, at the start of a work-based learning shift at the student's assigned station, the student will set up the work station before starting the first task, performing at least 6 of 7 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected each shift, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a work-based learning shift at the student's assigned station
- Behavior
- The student will set up the work station before starting the first task
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive shifts
- Evaluation method
- A task-analysis checklist
- Schedule
- Each shift, summarized weekly
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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive shifts
- Collection schedule:
- each shift, summarized weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a work-based learning shift at the student's assigned station, the student will set up the work station before starting the first task, performing at least 6 of 7 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected each shift, summarized weekly.
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. Puts personal items in the assigned locker or bin | ||||||||
| 2. Checks the task list or ticket for the shift | ||||||||
| 3. Gathers the tools and supplies listed for the first task | ||||||||
| 4. Places tools and supplies in their marked spots at the station | ||||||||
| 5. Wipes down or clears the work surface | ||||||||
| 6. Puts on any required gear (apron, gloves, badge) | ||||||||
| 7. Tells the supervisor or checks in that the station is ready | ||||||||
| 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 7).
- 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.