Wipe a table and sweep the floor after an activity
When to use this goal
For students who can hold a cloth and broom but clean a small patch and stop, or need an adult to direct each pass. Base the choice on OT input on bilateral coordination and the classroom's real cleaning needs.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Mark the wiping and sweeping steps as independent only when the whole surface or zone is covered; partial coverage is the most common error and is worth tracking separately.
- Tips
- Taped zones on the floor and a left-to-right wiping pattern make the whole-surface standard teachable. These tasks transfer to custodial and food-service jobs, so use the same checklist format as the vocational templates. Use school-approved cleaning products only.
- Limits
- Step counts do not fully capture thoroughness; add a quick quality check (teacher runs a hand over the table) if quality is the goal. Tasks done as a group job are hard to credit to one student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-013.
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Goal
By the annual IEP review date, after snack or a cooking activity, given a spray bottle, cloth, broom, and dustpan at the cleaning station, the student will wipe the table and sweep the floor area, performing at least 6 of 7 steps independently, on 4 of 5 consecutive cleaning sessions, as measured by a task-analysis checklist collected daily during the cleaning job.
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 Daily Living 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
- Functional & Independence Skills - Daily Living Skills
- Baseline
- 2 of 7 steps independently.
- Annual goal367 characters
- By the annual IEP review date, after snack or a cooking activity, given a spray bottle, cloth, broom, and dustpan at the cleaning station, the student will wipe the table and sweep the floor area, performing at least 6 of 7 steps independently, on 4 of 5 consecutive cleaning sessions, as measured by a task-analysis checklist collected daily during the cleaning job.
- Timeframe
- By the annual IEP review date
- Condition
- After snack or a cooking activity, given a spray bottle, cloth, broom, and dustpan at the cleaning station
- Behavior
- The student will wipe the table and sweep the floor area
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive cleaning sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during the cleaning job
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 cleaning sessions
- Collection schedule:
- daily during the cleaning job
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after snack or a cooking activity, given a spray bottle, cloth, broom, and dustpan at the cleaning station, the student will wipe the table and sweep the floor area, performing at least 6 of 7 steps independently, on 4 of 5 consecutive cleaning sessions, as measured by a task-analysis checklist collected daily during the cleaning job.
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. Gets the cleaning supplies from the station | ||||||||
| 2. Clears items off the table | ||||||||
| 3. Sprays or wets the cloth and wipes the whole table surface in rows | ||||||||
| 4. Wipes crumbs into the hand or dustpan rather than onto the floor | ||||||||
| 5. Sweeps the floor zone into a pile | ||||||||
| 6. Sweeps the pile into the dustpan and empties it into the trash | ||||||||
| 7. Returns the supplies to the station | ||||||||
| 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.