Sweep crumbs into a dustpan
When to use this goal
For students who push a broom around but scatter crumbs or cannot get the pile into the dustpan. Fits once the student can hold a broom with both hands while standing. Present levels and observation of the chore in a real setting, not grade or age, decide whether this template fits.
- Baseline
- Observe the chore on at least 3 days before setting a target, with the same tools and the same space the student will use. Mark each step as independent, done with a named prompt (gesture, picture, verbal, physical), or not done, and count only independent steps. Note whether the dustpan step is the hard part; it often needs a hand-over-pan model.
- Tips
- A child-size broom and a dustpan with a rubber edge make the last step much easier. Tape marks show where the pile goes. Make this a real classroom job so the work matters to the student.
- Limits
- Does not measure how much debris is left. Students with balance needs may sweep seated with a hand broom instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hh-003.
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Goal
By the annual IEP review date, after lunch or snack in the classroom, the student will sweep the area into one pile, hold the dustpan flat to the floor, sweep the pile in, and empty it into the trash, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected three times a week.
Baseline: 2 of 6 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 Household Skills & Chores.
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 - Household Skills & Chores
- Baseline
- 2 of 6 steps independently.
- Annual goal344 characters
- By the annual IEP review date, after lunch or snack in the classroom, the student will sweep the area into one pile, hold the dustpan flat to the floor, sweep the pile in, and empty it into the trash, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected three times a week.
- Timeframe
- By the annual IEP review date
- Condition
- After lunch or snack in the classroom
- Behavior
- The student will sweep the area into one pile, hold the dustpan flat to the floor, sweep the pile in, and empty it into the trash
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Three times a week
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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- three times a week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after lunch or snack in the classroom, the student will sweep the area into one pile, hold the dustpan flat to the floor, sweep the pile in, and empty it into the trash, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected three times a week.
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 broom and dustpan from their spot | ||||||||
| 2. Sweeps from the edges toward one pile | ||||||||
| 3. Holds the dustpan flat against the floor at the pile | ||||||||
| 4. Sweeps the pile into the dustpan with short strokes | ||||||||
| 5. Empties the dustpan into the trash | ||||||||
| 6. Returns the broom and dustpan | ||||||||
| 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: 5 of 6).
- 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.