Put on a work uniform and name badge
When to use this goal
For students in work-based learning whose job site requires a uniform (polo, apron, hair net, non-slip shoes, badge) and who arrive half dressed or need staff to fix it. Present levels in dressing with fasteners decide fit. Use the actual uniform from the site.
- 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.
- Tips
- Ask the site supervisor for the uniform rules in writing. Practice tying the apron behind the back at school; it is the step most often missed. Fade the job coach's position from beside the student to the doorway.
- Limits
- Sites change uniforms; update the checklist. Does not measure work performance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-054.
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Goal
By the annual IEP review date, at the start of a job site shift in the staff changing area, with the uniform in a work bag, the student will put on each part of the work uniform and clip on the name badge before clocking in, performing at least 7 of 8 steps independently, across 4 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
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 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
- 3 of 8 steps independently.
- Annual goal367 characters
- By the annual IEP review date, at the start of a job site shift in the staff changing area, with the uniform in a work bag, the student will put on each part of the work uniform and clip on the name badge before clocking in, performing at least 7 of 8 steps independently, across 4 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a job site shift in the staff changing area, with the uniform in a work bag
- Behavior
- The student will put on each part of the work uniform and clip on the name badge before clocking in
- Criteria
- Performing at least 7 of 8 steps independently, across 4 consecutive shifts
- Evaluation method
- A task-analysis checklist
- Schedule
- At each shift
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:
- across 4 consecutive shifts
- Collection schedule:
- at each shift
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a job site shift in the staff changing area, with the uniform in a work bag, the student will put on each part of the work uniform and clip on the name badge before clocking in, performing at least 7 of 8 steps independently, across 4 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
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. Changes into the work shirt and tucks it in if required | ||||||||
| 2. Puts on the work pants or checks they meet the rule | ||||||||
| 3. Ties the apron behind the back or over the head | ||||||||
| 4. Puts on the hair net, cap, or hair tie | ||||||||
| 5. Changes into non-slip or closed-toe work shoes | ||||||||
| 6. Clips the name badge on the upper chest | ||||||||
| 7. Checks the full uniform in the mirror | ||||||||
| 8. Stores personal items in the locker or bag | ||||||||
| 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.